Cuyahoga Falls City Schools BOE Regular Meeting 2/11/2026

0012011. So, it's been 15 years, but >> good evening. It's 5:30 p.m. on Wednesday, February 11th, and I'll call to order this regular meeting of the Kiger Falls City School District Board of Education. Miss Doyco, will you please call the role? >> Mr. Dome, >> here. >> Mr. Harris, >> here. >> Miss Schaer here. Miss White >> here. Miss Zimmerman >> here. >> Thank you. Item B is approval of the agenda. Number one's a motion to approve the agenda. It's recommended the board of education approves the agenda of the February 11th, 2026 board of education meeting. Action by the board of education adoption of a consent agenda meets that all items are adopted by one singular motion. Once a member of the board of education, treasurer, superintendent request that any such item be removed from

002the consent agenda and voted upon separately. >> So moved. >> Second. >> Any discussion? Please call the role. >> Mr. Gomez. >> I. >> Mr. Harris. >> Hi. >> Mrs. Schaefer. >> Hi. >> Miss White. >> Hi. >> Mrs. Zimmerman. >> I. >> Thank you. Item C is our opening ceremony. Number one's ourformational items. This meeting is the meeting of the Ka Falls Board of Education in public for the purpose of protecting the school district's business. It is not a public community meeting. Although there are opportunities for public participation. If an individual wishes to address the board regarding topic found on the meeting agenda, the individual must complete a registration form found inside the attendance notebook by Mr. Harris and present it to the treasurer. Following an injection of the topic by the board president,

003followed by board discussion, the individual will be recognized. If an individual wishes to address the board regarding a topic not found on the meeting agenda, they must notify the superintendent and or board president of the topic no later than three business days in advance of the meeting. These individuals may share their comments during the board business portion of the agenda. In both cases, the individual will preface comments by announcement of their name and address and limit comments to three minutes. All statements should be directed to the board president. No person may address or question board members individually. An unbridgeidge agenda for this meeting can be found on your electronic device at the address shown on the screen. And for your convenience, hard copies of the board agenda may be found on the table by the

004signup book. The next policy committee meeting is Wednesday, February 18th, 2026 at 4:30 p.m. in the Board of Education offices at 40:05 Town Metro. Next finance committee meeting is February 24th, 2026 in the Board of Education offices. And the next regularly scheduled meeting of the Ka Falls Board of Education is Wednesday, February 25th, 2002 26 at 5:30 p.m. in the 612 Campus Performing Arts Center auditorium at 263013th Street. Now for our pledge and welcome, Mr. Schaefer. >> Please stand as you're able and join me in the pledge of allegiance. I pledge algiance to the flag of the United States of America and to the republic for it stands. One nation under God, indivisible, with liberty and justice for all. >> Welcome. Our vision Kaga Fall City School District, the hub of our community. Committed to

005a culture of caring. We innovate. We create we personalize education for all. Our mission, every student, every day, every opportunity. >> Thank you, Mr. Schaefer. Brings us to item D, presentations. Number one, presentation on open enrollment. I'll turn it over to Dr. Selka. >> Thank you. I'm going to pass these down. And Miss Houseman, can you come here, please? So, I don't have to be disruptive, but if you could, members of cabinet and principles there. Thank you. I'm probably one short, so I don't think Oh, >> the ones in the >> Thank you. >> Okay. Um, >> just the same. >> Does everyone have All right. >> Um, just Yeah, I'm going to introduce then we're going to probably have you present at the end. So, um, what we've been asked to to do here

006is provide a little bit more explanation relative to open enrollment. And the reason that we arrived here um as a reminder uh due to our financial recovery plan. Is that the proper term? >> Yes. >> Okay. Um we were required by the state to give various reasons as to why uh or different things that we would be able to do to um close the gap that we had. And if I recall, it was about $3 million that we had to um come. >> We're talking about interd district open enrollment like >> Sure. Yes. Yes. So meaning those that do not that do not reside in >> falls. >> So one of the strategy we had a number of a list of things in which we provided to the state that we would explore uh and

007again we had to have meetings with them. They would they had to approve our plan moving forward. And so one of the the items that we were cons under consideration was uh open enrollment again different uh students that do not reside in the city among many other a list of many other things. one was the closure of an elementary school. Um and so we've obviously um have concluded that process. So now we're in the another phase here looking at uh our open enrollment. So I I if you recall we had a previous presentation some information provided to you. Uh the one that I just want to share with you this evening uh is relatively to savings because that is really the bottom line of why we are exploring this as an option for a potential

008savings to the district. So, while we recognize it's it's a difficult conversation and um you know, one that we have certainly um struggled with, but we're g going to focus this evening on on the monetary um value and and different costs associated with um with the open enrollment. So with that said, I provided for you a little bit of factual information relative to not just the savings that we would incur, but also some average class sizes. So just what would happen in uh and I broke it down per level. So there's certainly uh different decisions that we can consider. But I so I in doing so I wanted to break it down by level. So elementary, middle, and high school. So you can see what each one what the savings would be for each level

009and what the um impact would have keeping open enrollments um or discontinuing it either at one level all levels whatever it was we can look at all of that taken um apart. So the obvious at elementary school is that we closed the building and as a direct result and obviously one that you would expect we had to take hund a couple hundred students if if not more and consolidate right and put them into uh an all of our other buildings. So with that being said I provided for you the average class sizes what it would look like with open enrollment and without open enrollment. uh the average school sizes is really where you see some impact. So with open enrollment at elementary, we do have a couple of schools that would exceed that 400, which

010is one of the the you one of the goals I had was maintaining 400 or less students in a building to keep it uh reasonable and um efficient and effective for our principles to be able to manage a school that size without having to add an administrator because clearly that would add a cost and I'm trying to avoid doing that. So there are a couple schools that get to uh Dwit and Lincoln surpass that 400. And then if you look at some of the other schools, they're at or over capacity of what they can actually hold. So the um what I want to point out in this as well is even the schools that look like they might have a little bit of space, which is probably Silver Lake and maybe Richardson, what we didn't

011account for is additional kindergartens. So, there's a big difference here that I spotted. We were talking about this the other day and we noticed that this year we were counting our kindergarten sections. We have 16. Now, if you recall, we had to add too late. So, 14 is generally where we've been, but we had a really weird increase, meaning weird meaning that we had a little bit here, a little bit there, and so we end up with some smaller kindergarten sizes, but we had no choice but to add two. Now, really, if you just took the aggregate of that and divided it, you wouldn't h you wouldn't need all those sections. But because they're all scattered throughout, we had to add two. So, we're at 16 sections. I only accounted for in this 13 sections.

012So, if we get more kindergarteners, let's say at price, they're they're already on the brink. They're going to be over capacity even if they just get another kindergarten section. So, that's important to note. Same with Richardson um or Silver Lake as well. I don't anticipate It's hard to say, but I don't necessarily anticipate Richardson needing a fourth section, but certainly price it is not I would not be surprised if we add a third section there of kindergarten. So, that in of itself would eliminate any room for open enrollment there. Uh, and so again, we're left with potentially a little bit of space at Richardson, maybe a little bit at Silver Lake. And again, looking at the it's a little deceiving looking at the school sizes because you really have to break it down by grade

013level. And so what we've done in a different exercise is we've um we we're keeping him on that we have to do intra district first and I know you all know that before we do the interd district placements but that can skew kind of all of this but we know that what we've done is we've identified spots per grade level to say okay do it at kindergarten or at second grade has three spots or four you know and so we broke it down like that so when it comes time to do the intra district which is in a couple of weeks here that's when things will shift again. Okay, but we're not going to exceed the number of sections. What we have is what we have. We won't be adding staff to accommodate those. So,

014we're just going to do it based on the open spots we have, and we will have them, but please keep in mind that all of that shifting has to happen before we can consider the >> 16 open enroll Preston students. Did we roll those up as well? >> They're not included in here, >> but we rolled them up to their next category before we accounted for 16. >> Okay. Okay. So, we're talking about 85. students. I did the quick math here. >> Okay. Yeah, that is about right. Yes, if I recall in elementary. Yeah, this is definitely a collaborative effort and I think I told the board like we have all been working on this. Every member of my team has been kind of tackling. So, this will be please keep it you feel free

015to ask my folks some questions there too because we did this all together. We all have parts. So, um yeah. So, those are some things important things to keep in mind. Um just a small side note, but I think it's relevant because I feel I need to provide you with the entire picture. Any um school that gets over 400 students, we have to pay additional stipen to principles. So I just noted that. And then uh typically in my experience and there was at one time some >> Well, we could change that though. It's an administrative handbook. We could amend that tonight. >> We could. >> So I mean that's a choice we make. It's not when when it's time to negotiate. Yeah. Which is >> Well, we don't have to negotiate. We can change the

016administrative handbook anytime. >> It's different than a negotiate agreement. So, >> I don't know that that 2 I mean $2,000 is more. It is, but again, >> I wouldn't count that in there because that's something we can >> take out anytime. >> Yes. >> Whether we should is a different argument, but it I mean, >> yeah, >> we have no obligation. Yeah. >> Okay. And then if we um then so the other piece that we did here when we broke it down if you'll see in the next portion with the elementary savings. Um so again just a very negligible you know little bit of stipens there but the other cost that you're going to see there. our curriculum department and technology departments went through and this was a rather lengthy exercise and they looked at

017all of the um like Chromebooks for example all the software I don't think I I know I did not realize how many licenses and softwares that are associated with every grade level so there was uh some figuring now we didn't just take the total cost of a Chromebook for example so there was an um amortization if you will chart that Ryan put together so it's a cost you know a portion of a Chromebook, for example, like $75 maybe, even though they cost 300. We didn't put that whole $300 into that. So, he they broke it down and in doing so, they broke it down by grade level. And so, in doing so, there you see what it is per students. And so, we took the number of students that we have at each grade level

018and we multiplied that out. And then you could see the total cost that we're expending on uh on students there. And so it comes to $27,61 at just at the elementary level. So the savings not not a ton of money, not a lot of money per se, but it's more so a capacity issue at elementary. So if we were to continue open enrollment, please know that it would be a struggle and there would not be a whole lot of spots there and again a direct result of closing an elementary school. Okay, any questions on elementary before I move on? Um, so I see that it says 301 for Silver Lake is inaccurate. Seven by 70. Is that inaccurate? >> So when they So this is from 2019, which isn't all that long ago. I believe

019it's 2019. Ryan's not here to confirm, but if I recall the OFCC report might No, it's it's older than that. It might have been 2009. 2015. Yeah, it's old. It's older than 2019. So, it's it's in my opinion outdated, but this is why I took so much time to walk and my team like to look at Silver Lake because 3001 cannot fit there. Now, if you didn't have specialized classrooms and art and yeah, you can get the 300 there, but it is not feasible to put 300 there. >> Okay. Right. But you have 231 here. So, is is 231 what you think the >> Yeah, I put that's a huge discrepancy. >> It is. And I agree, but I I I had to spend a lot of time on that because I was mi I

020had a misconception when I first when I looked at the numbers, I thought, okay, we could get 270 or whatever. But when I went and actually looked because what they didn't factor in, what I did not factor in the first time, I thought we had another classroom in there. I forgot about a teachers lounge, for example. That staff needs an area to go. Um, art, music, they're already, you know, sharing some space. They have in the past. You have the media center down there. Um and then we have our special education rooms and what happens when we consolidated our our schools, we now need more room for our special needs students. >> Yeah. >> And then um just so I understand when you add a section of kindergarten >> like you have three, you had

021two and now you have three, but you don't then also have three sections of first grade the next year. How does that work? Yeah, it's it's it's a moving it is it's definitely a moving parts here because one year and that that does happen frequently where we'll have two kindergartens and then maybe three first grades and then they just move up. So we have to bump a teacher out sometimes to another grade level. >> All right. >> But 231 isn't the capacity you have on here for so it's just how many students there would be >> without open enrollment. >> That's correct. And so I think the question was >> Yeah. Well, it just >> I mean I was just curious about that. >> It's just how many students there would be without open enrollment

022>> and we can and so the answer is yes, we can accommodate that but not a whole lot more but there is a little bit of room at >> Okay, I'll move along to middle school >> and there would be no impact on staffing at elementary school. Correct. >> We Yeah, we believe that. No, no, there would not be. because of the because again 85 students spread out. Yeah. >> All right. >> So just one more. So ultimately we don't really know what space we have until we do the intra district. >> That's correct. >> We have an idea right now but it doesn't make Yeah. Doesn't make sense. >> It's really an unknown. >> Yeah. >> With a a small economic impact. >> That's correct. >> Okay. >> That's correct. All right. So moving

023along to middle school. This is really where we're going to spend some time and I have Mr. Oswald here and Mr. Smith is here for some high school questions as well. So there are two ways in which there's two two competing things happening here. So we're here to talk about open enrollment, but I would I have to point out another um suggested approach because we know we have to save money and we have to um do it somewhere. So one of the things that we will have you have a short presentation on from Mr. Oswald and he can entertain some questions along with Miss Houseman. They've been working on this is this revised approach to teameing. Teaming would still exist. It will look it will look a little different on what we're our approaches and

024what we're recommending and it will there will be a savings there. That model alone we're anticipating with just modifying could be up to um $500,000. Uh we again we've spoken to the union and we've we've worked through this and some ideas we've hashed this out. So, um, they know that this is, uh, certainly a consideration. And then, so with that, uh, if you look at, and again, we'll come back to to to Mr. Oswald's presentation to give you more details, but the additional savings if we did not have so, if we kept open enrollment, we would save $500,000 if we do the modified approach. If we were to reduce uh middle school open enrollment, we would save an additional $324,000. And that again is based on the the team. Um I think what I will

025do is we'll pause there. I'll come back to LG High School after. Um but I'm going to have Mr. Oswald and Mrs. Hman talk to you about teaming. Sorry. You said that was on top of the 500. >> Yeah. So if Yes. >> Okay. >> So some of the just for reference, so like we already have some retirements right now. So some of the factors are of these like what the savings would be are actual based on what we do know um would be leaving if we were to not replace it. um the ones that you know aren't or would be a riff or are based on a lower you know kind of BA0 uh kind of a hybrid between single to family insurance um it's at about $75,000 total per um per employee for

026those quantities that we don't know yet. So, I think we had two or three. >> Yeah, three middle school >> three um actuals in this and then the other ones for all these others were based on that kind of 75,000 number. >> Actually, I'm sorry. It was two. We started with three. It's two. Yeah. Two and then the third we just kept a lower average. >> I before we get into the presentation, um we know that we put in that attendance piece. Um, do we have any numbers yet on open enrolled students that won't be allowed back based on attendance? Are there people that have met that threshold already? top >> because I feel like that's like a third piece like we have if we don't change if we change and then also like what's

027going to happen anyway. >> Yeah. Yeah. And some for discipline to be quite honest with you. There's a couple that will not be allowed permitted back >> because discipline and then the attendance that's in the policy. So, >> um obviously we don't have that tonight. H thought of that question. Now, if I you know, if I would have thought in advance, I would have shot shot that question at you. So, we could have had that information. But now that I'm thinking of that, it it could add another layer um of our thinking on this and and perhaps another option depending on what our further discussions on this are because maybe that creates a bit of way. I don't know what other people think, but >> yeah, >> just trying to find good options that impact

028students the least. President Gomez, Vice President Schaefer, first time I got to say that. Board members, Dr. Celico, Mrs. Stoycoy in the community, thank you for having us here this evening. Um, teaming is very essential to the middle school model, as well as to the the third teacher, which is our building and how it was constructed. And so um we will continue to communicate to our stakeholders that teameing is here and will stay. We've developed a committee with teacher leaders, administration, and we're working on bringing the black tiger portrait into our teaming um essential pieces. And we're also uh working on three types of checklist. So like an operations checklist and you'll learn more about this at the next board meeting uh where we talk about how do we perform together as a team an

029academics checklist so that how do we set those high expectations together as a team of teachers as well as a cultural one every team has a name they have their own pod and so how do we bring that culture to life for the children who are part of that pod so that's kind of what we're working on now that will all happen in the fall and then long-term items, our student teaming and some other deeper layers to that will kind of come in over time over the next few years. So then um before your consideration with open enrollment is um what would teaming look like differently if we were to consider not having open enrollment the middle school. So two major changes which Mr. Oswell will give you the details would be you could have

030a fourperson team on a pod which is how the structures design. So you have math, science, social studies and English and then you have um a twoperson team where one teacher is going to teach two subjects and the other teacher would teach the other two. Something you see at the elementary level and our middle school teachers from what I heard um at our committee that they have done that in the past. um it wasn't seen as a negative uh but you know it's something that they've seen and um could accommodate. And then the last type of teaming model would be kind of like you're blending a grade level where u maybe you're looping a little bit uh where some uh teacher is teaching seventh grade and then another teacher is teaching eighth grade and then

031you would loop those students through those two pods. So, there's a couple ways that we could approach it if the board um would choose to want to go that route. It wouldn't impact all the pods. Mo the majority of the pods would be fourperson teams. And so, Mr. Oswell can give you the details about that. Um in a pod, remember, you share all the same students. So, whether it's a four or two or hybrid, they're going to share all the same students. and they'll have those teaming essentials that our committee is working on now and that will launch in the fall. So, we just want you to know that um whatever you decide, we will be able to support with teaming. Okay. All right. I'm going to let Mr. Oswell go through the numbers because

032he's a math teacher and this is his expertise. So, um but I'll stand here if you have any questions. >> All right. Good evening and thank you. Um so really the the two pages you have here, one is with open enrollment, one is um discontinuing it. Um just laying out right now we currently have three teams at each grade level. They have four teachers in it. Um excluding our intervention specialist. So four core teachers that cover uh you know one one person's devoted to language arts, one to math, one to science, one to social studies. Um certainly our teachers at the middle school level um uh if they are an elementary grade band of 1 through eight or if they're at the middle school grade band four to nine um they're typically duallicicensed or multilicensed

033where they can cover more than one content. So on the page that says with open enrollment you'll see on a team and and I want to point out um before I go through this that um these are all this is all done in simplicity. So, it's not saying that this is the actual makeup of what that team would look like. Um, I was just pairing up things that make natural sense. So, um, when you see the reduction there, we we currently have, uh, um, we actually have four teachers that are retiring, but but this model right here is saying, uh, with the, um, we have one at each grade level, an English teacher at each grade level that's retiring. Um and with that being said, we could easily um through attrition not replace that teacher

034um knowing that we have um the number of students that are listed at the top there. So like in sixth grade we have 268 students. Um if we were to continue to keep our teams around 100 students. So each pod had about 100 students in it. Um the first team that you see there has 96. The second team would have 97. I was just trying to balance the numbers out. Um, and then the last team would have 75. So that still puts our class sizes between 24 and 25 students per class. If you look at it as an elementary example, um, nothing in terms of the teaming approach that we currently have would change through either of these models. So the that we we meet as teams daily, our teachers meet as teams, they have

035specific tasks to complete daily. None of that changes. um and keeping the students within the pod would not change either. So um the teachers that are on that team would continue to to serve only the students on that team which is creating our kind of our school within a school approach uh uh which is the teaming model that we've been following. So on this page with the uh with open enrollment um all all we would do is that that third team the the makeup of that team would look something like what is listed there. So the one teacher would teach ELA and some social studies. We'd have another teacher that would possibly teach math and some social studies and then science and some social studies. I listed it that way, but it would come down

036to lure um and seniority when it comes down to like what the exact makeup would be. So, it could be ELA and math as a combo. Um and then we have, you know, uh um science and social studies and um ELA and social studies or something like that. Um, so with having one less teacher in there, um, we're still keeping the class sizes the same, but we need to be able to cover all four content is essentially what that model is looking at. So, um, that that is with uh continuing with open enrollment. We would need um to have at least three people on that team um in order to keep our class sizes at about 25. Otherwise, we'd be looking at uh 28 29 per class when you average it out. Um on the

037next page, when you have >> explain the teaching piece again, so if there's three teachers, >> how are they covering all subjects again? Can you walk me through that one? >> Yeah. So, the the the bell schedule we have is deceiving. We have it's a seven period day, but essentially the kids are um going to six classes a day. Um right now the the one period is devoted to academy which is um where we do a lot of our enrichment, our intervention and um uh you know time for students to work as well. Um so if you if you look at that um as that period not existing there's a six period day of those six periods the students are receiving their four core classes of ELA, math, science and social studies and then two

038periods of electives whether that's um we call them unified arts. So your your band, your choir, your art, um and health, etc. Um, so what that uh that one team would look like is that um, for example, if I just use what's listed right here, that ELA social studies combination would likely be that that teacher would cover three sections of ELA, one section of social studies, and then the next person would cover three sections of math, one section of social studies. Um, and then science would be three sections of science and one section of social studies to make up the fact that we need uh three sections to cover 75 kids. Does that does that make sense? Do you need me to clarify that? >> It's almost like they would each teach social studies to

039their home. >> So, everybody teaches social studies. The state actually came out with a new integrated standards model just this week on how to integrate science and social studies through K8. Um I don't know it's in a draft form right now but they're putting things together. U so if we went that route there are supports coming from the state with standards to kind of help with alignment too. So when you when you build a master schedule, um students would still take the the classes independent of one another through their day. The teachers would still teach independently. Um but it would look something like this. For simplicity, let's say we had four periods, just one through four. uh this ELA teacher might teach social studies first period and then ELA second, third, and fourth to where

040the math teacher might teach um math, social studies, math, math so that the kids are able to take the classes um throughout their their day and the teachers are able to accommodate all of the sections that are required for those those content. So, so when you look at that team, there's three home rooms, if you will. Um, so we would need to have three ELA sections, three social studies, three math, and three science to cover that entire team. To whereas the the other teams have four home rooms, four teachers, which are naturally covering everything through four periods, if that makes sense. But sixth grade would still have their unified hearts one and seven. That would >> maybe not necessarily those periods, but yeah, they would they would still have. So nothing really changes in the

041student schedule or >> really anything we're doing other than right now we have a teacher on every team that's devoted to each subject. Um, one of our teams with this approach would just have uh the teachers would be responsible for more than one content. How would we select the teachers for that team? >> So, I've already been having conversations with the teams just to get a feel for uh what they're interested in. So, I I I sent out a survey asking uh teachers their primary preference um as well as their secondary. um knowing that some teachers, you know, since I've been here, um have primarily taught the same thing, but I've heard through conversations throughout the last three years, um we have some teachers like, "Oh, yeah, I used to teach social studies back in

042the day. I taught it at this grade, which is different than what I'm experiencing them with." Um so, knowing that they're they're dual licensed. I wanted to find out what their comfort level was and what they'd be interested in. Um, I approached it from the the standpoint of we're just exploring all of our options right now and that and and I've also let them know that you guys are considering um, you know, the impacts of open enrollment versus um, not having open enrollment. Uh, so with all that being said, they're they have they have taken that information and understand um, what I was what I was asking them and then also that was where conversations that Mrs. Houseman um alluded to that uh this has been done in the past in terms of teaming um

043primarily at Bullick. It sounds like they they certainly did it um where they had uh teams where they were not a complete team of four teachers covering all four subjects. There was dual lure in there to cover to cover the other the other um content. >> So um and because they're a team, they would three of them would collaborate together on the social study. kids are getting the same consistent. >> Yeah, absolutely. >> Yeah. So, so that's um why I preface with that like that the whole teaming structure because right now the way our teaming works um they rotate every day into a different uh facet when they meet in their TBT. So, one day is content driven um where they're discussing content. That would be a day where they could work on that. Um,

044we have a flex day in there, um, which allows them for another content day. Um, that was done by design for what we're doing this year, but also could really work well in this scenario where we have a teacher that is teaching two contents. one day they could focus on their primary content with their um so when they meet in content days the the 6100 team uh 6200 team and 6300 team all three of those ELA teachers are getting together and collaborating. So what we would do is in those scenarios we would have um on the day like when social studies is meeting if this were the the the format um we would have all three of those teachers and then the other two social studies teachers collaborating. So it would really be five of

045them collaborating to make sure that they're addressing standards um the same way and across all three teams and then as well as vertically within their team. Any more questions on that page? >> Um, on I have two questions. On the professional development day, now I have a middle school teacher. They're teaching two different things. How do I get all my professional development in? Because I'm a social studies teacher and another teacher. So, my colleagues are just social studies teacher. >> Well, for the most part, been focusing on teacher clarity and then in the fall it will be a lot on teaming when doing writing. So um if there's specific professional development because standards have changed or the assessments have changed or something like that or a new adoption then yes we would you know ensure

046that teacher that crosswalks would have that but we have that at the elementary level now um I always tease Mr. We teach all the subjects at the elementary level. Um, and so, you know, we look at that PD and we try to choose PD that actually washes over any subject. So, I think they would be fine. Um, you know, but if standards change, then obviously we would want to give them targeted support, but we're not we're not hearing anything like that's happening. So, um, we won't ask for that. most most of our professional development is um aimed towards math and ELA which are the two tested subjects. We do have some science in there certainly but those are the two two main ones. Um in the last few years when we've been working with uh

047Dr. Wilfong and some of our our um English um professional development, she's actually been um teaching across the standards or I'm sorry across the content. So, um quite honestly, the reason I I paired up the way I did on here was because uh a lot of um our our K or K to8 or our 1 to8 licensed people can teach any of the subjects and social studies um their standards are um different in the sense that um it's it's not like math where it's a progressive subject and they build upon skills. Um same thing with with uh ELA. Um it's it's a lot more of introducing information and seeing if the students understood it. Um understanding the content. It's not a building blocks kind of situation like math and and ELA are. >> How would

048students be chosen for which team they're going to be in because some are going to have four teachers and some are going to have three. And I already can anticipate hearing from parents about that. So the way that we set up teaming and in and the way we set up the teams now and we'll exclude like the whole we had Bulock and Roberts in the fall. So um >> yeah we know that will change >> right in terms in terms of uh the way we we handle that now it's not we don't even consider the teachers as much as we consider the needs of the students. So, um, when we're designing the team, um, we're looking at various things, uh, you know, if it's a student that that is receiving support on an IEP and,

049um, we kind of put those into a schedule first. Um, we consider, uh, students that, you know, maybe we've had some conflict in the past, so we try to keep them on separate teams. Um, that's kind of the approach we take. And then, uh, in terms of the rest of the students, they're they're kind of thrown into a hopper, if you will. just randomized um our you know our um student information system Dazzle that we use um it will automatically assign students to classes. We just run what's called a batch scheduler um which then identifies what team the rest of the students go on. >> That's I had that same thought as well. It's there are gonna be small pods so that some people might want the small pod. Some people might consider I don't

050know you just >> people have all kinds of opinions assure them that it's going to be >> the same standard and experience. >> Yeah, absolutely. um and and honestly like knowing that information. So our school counselors are are well in tune with that information and we do meet with our fifth grade school counselors going into sixth grade already. They provide us with a a bunch of information. Um we also know that there are some students that thrive in a smaller environment where they would you know we would ensure that they're on that smaller team as well um so that they're in that smaller environment. Um, so we we we will consider >> the glass size is the same though. So how often does the entire pod >> very rarely? Yeah. I mean it's very rarely.

051And and that's the thing I think >> more and more often I was going to say we're going to work on that. >> Miss White and I were going to type in as >> we helped design that design hopefully more and more often utilizing that. >> And that's what I was going to bring up too. We designed the middle school to be in the teams and team teaching. And I also want to point out that as we move forward, I know it takes a lot of time and from my perspective I don't like all the but okay that's me. Um but any rate I know it does take time but hopefully like they'll overlap where English and social studies combine what they're learning. you know, they'll integrate and I think the that's the idea that

052we had and that we want. So, >> yeah. And we're seeing that we're we're seeing that happening now. Yeah. >> No, we're seeing that happening now. But in terms of having all 100 of them collaborating on on, you know, one thing, >> one thing that that very rarely does happen, but we have had a lot of circumstances where >> um two classes are combining in that collaborative area. Um, and most often it is our science and math collaborating and then our ELA and social studies because their standards tend to run with each other. >> Um, so yeah, in any given moment as Mrs. Hman and I were um >> Oh, no, that wasn't today. You were you were with me on a different day. The same pod that we were just in. She was with

053me on a classroom walk today. um that pod yesterday. Um the the social studies and the English teacher were collaborating on a writing um writing activity that involved the content they were covering in social studies in the the collaborative. So I witnessed that happening yesterday. Um and that's that's happening in in all of our grades and all of our pods right now. >> So it could be a benefit to have a smaller pod as an option for some students. you would still have >> right >> the four you know full >> I think there's there's layers of the student team side so you have like an interession where all the pods are working on like a problem based learning and so you do that across grade levels and you know there's perfect date perfect weeks

054like Thanksgiving week is a perfect week to do those types of special projects >> and I think introducing and layering that in and then there's the the highest level of student teaming which is what Miss White and I talk about literature circles where you're defining actual roles for students. They're doing um clear student leadership and leading learning um and the teachers facilitating. And so there's there's a continuum of what that can look like. So there's, you know, dipping your toe into it, which is like an interessions model and doing some integrations and and working together collaboratively. But there's also the student teaming model, which is much more going to of a black tiger. Those soft skills that we want to develop. So um and then the actual operational teaming of the adults we have a

055good we have a good model but we want to deepen it and make it more intentional which we started developing. >> You can rewrite present in any subject right Miss White? >> You sure can. And don't forget that every subject has literary standards the reading standards and so on. So they all have that. So they have to kind of come together in order to get those kids up to speed. >> When we when we originally went to this this year, this structure um in and the whole process we went through with um kind of rehoming students going into this school year between Bullock and Roberts um was with the whole premise that we would try to create three equally balanced teams. Um, and just by the way the numbers have worked, we we were estimating

056to have 900 students at the middle school level. Um, we've we've lost students over time, whether it's um open enrollment students that are no longer attending here or resident students that are going elsewhere. So, our our actual numbers have changed, which is why this uh concept is really not much different than what we're doing. It's just we have to write I I I keep calling it right sizing the team to the number of students that we have. Um the other thing too when you're talking about collaboration and this is just for your information. and it's not part of this presentation is that I also have intentional design with the master schedule so that at least at some point in the day there's two periods that are uh backtoback for each grade level so that if

057they want to go off script and not have like second periods my math class um for for me in particular my second and third period teacher if we're back to back might collaborate and say we're actually going to scrap the middle of the period where the bell would normally ring and we're just going to take that whole twohour chunk and do a collaborative project. Um, our teachers have that autonomy now. Um, but through intentional design for next year's master schedule, we'll make sure that that is in there as well so that they can do that kind of that kind of work. >> Any more questions on the um with open enrollment side? The the without open enrollment side is essentially the same principle. We're just looking at less students. So, um those numbers then drop

058to about the 250 mark, which would be two teams of about a 100 students and one team of about 50. Um and with that being the case, you only have two home rooms in that situation. So, you would only need two teachers to cover that. Um and again, for simplicity, I put down subjects. That does not necessarily mean that would be the exact makeup. depends on their lure. But like for example on that top one, we would have a um ELA teacher that could also teach social studies. So they would teach two sections of ELA, two of social studies. Um and then the math and science would have two of each as well to make up the the students entire um their entire you know academic um schedule. And then um the teachers at much

059to answer your questions before they would just we would line them up with the correct professional development and content. >> There are teachers that already like this idea because it's a smaller team to be a little bit more where you have to agree with four people. We all know it's easier to agree with just two. So uh so for some teachers that might seem appealing to them. >> And then the additional I'm sorry. Go ahead Mr. Can we not do 17575 and then do 433? Would that be an option? >> I'm sorry. Say that again. >> 17575 and then do >> 433. >> Oh, you could. Um I will say that scheduling becomes a lot more complicated when you um when you have the the three-way split um because you're you have to ensure that

060everybody in that in those groupings can cover the content that needs covered. Um when you look at uh middle middle level uh lure most people tend to have a a mind that's either math science or math in ELA social studies. So um it's a lot easier in that regard. Um but certainly can be done. I just think that what what would happen there is we'd have to really study um which teachers would fit where based on what we have available. Uh the other thing to keep in mind is that as you get into our um seventh and eighth grade uh are like uh teachers who are secondary licensed are licensed 7 through 12 in one content. So um right now I have for example three eighth grade social studies teachers that are a 7 to

06112 social studies. So they are locked in at only teaching social studies could not teach. So they they would have to either be on one of the complete teams or um they would have to teach two sections of social studies at seventh grade and two at eighth grade. Um that gets a little bit more complicated. It's doable, but I would I would prefer to avoid that if I can. So um certainly, you know, those are all considerations. And then on both of these um options, uh we do have uh two unified arts teachers that are listed at the very bottom there. Um due to our enrollment numbers in general um and now that we have combined both middle school buildings into one, um we have we happen to have two that are retiring and we

062will not need to replace them um based on our current enrollment and that's in either either direction. Um on the discontinuing open enrollment side, all that does is just lower that their uh class sizes. >> Thank you. >> When we say to unify arts through attrition, >> yeah, >> what is who are we losing and why do we not need them? >> So it's project lead the way and >> it would it would be it would be fizzed. We have a retirement in fizzed. Um, but ultimately it would uh because we have our saves act requirements are in our PE classes, it would end up being a health class because we'll have that person teach one of the health teachers teach PE. >> Okay. We have a PE teacher retiring, but we'll we'll replace that

063person, but then through attrition wouldn't replace the health person that would be moving over to PE. We're just going to go down to one project lead the way or not. >> Yes. >> Okay. >> One. Okay. >> Okay. I just want to make sure we weren't. >> Sure. >> Limiting opportunity. >> Yeah. >> Any other questions for Mr. Oswald? >> Thank you. >> Um so with the middle school with open enrollment are those attrition mostly based on the information >> but if it's with discontinuing >> open enrollment those would be additional cuts >> yeah so actually I wrote a note as we were talking because I didn't I didn't want to interrupt anybody but one of the things I wanted to mention is this notion of attrition so clearly there there are couple of things

064in play here certainly we're concern concerned about the students and you know their education. The other piece of this is we're concerned about is staff because it does mean a loss of jobs. This year is a exceptionally high year in retirements and so as a result a lot of what is going to be reduced this year is through attrition. In fact we probably at the end of this will be hiring teachers um especially at the elementary level not so much at secondary. We do have some teachers who are also certified 18 like if they're in my age range my license is in first grade through eighth grade. So they have some flexibility there. So that will also play into this and help a little bit. So they might bump down into elementary for example if

065there are some reductions there. But we know that we have I know Denny you said four total. So we have school retirements which would really be four of those retirements. So, we're already going to save 500,000 on the left side >> At middle school and if we choose the right side is an additional 325. >> That's correct. >> Okay. >> Yeah. That's why I said middle school is really the biggest impact. But >> the teameing model in itself is is a costly one, which is why some districts don't do it. Um because it is very expensive to do. And so just by we're still able to preserve teeming as you heard the differences. So we're still able to preserve that but with a substantial savings at middle school >> 66 students at middle school. >>

066All right. So moving on to high school. Um here we have uh similar situation in which we are going to have some reductions regardless and that is our auto tech which we knew um science teacher based on numbers and scheduling. So after we took a close look at that Mr. Smith was able to see a reduction there and we do have a resignation there so we won't have to um reduce any um that teacher and then I is and again at the middle school I don't know that we mentioned that but uh an IS intervention specialist uh is able to be reduced there as well. So with that said there's a $275,000 savings. Now I did actually I took the actual salaries for example of like the auto tech teacher because we know what that

067is and the others we had we did some estimating and then with discontinuing open enrollment uh we have an additional two teachers and again that's based on I think we said close to 100 students at the high school and so just >> 103 there you go see um so the two teachers and also a cafeteria worker because if you take middle school and high school particularly you're over 100 you know you're well over 100 180 students 185 students and therefore >> 169 >> yeah I think some that middle school number is I think actually in the 80s is what I recall I don't know if anyone >> wants to confirm that >> I see what you're adding up my numbers but yeah I don't I recall us being higher but I I could be wrong

068>> the numbers are right here 24 21 >> yeah that's what I you were looking at >> yeah there's a little bit there is some little bit of discrepancy on some of our numbers but it is so metriculate them. >> Yeah. Yes. So 100, let's call it 166 students. That would reduce a cafeteria worker. Now, we recognize also that that's a separate fund. So, but we will say that we know that our uh food service is struggling as well and sometimes we get to we may get to a point where it comes from the general fund. So, um a savings is a savings, but just to be transparent there. And >> is that a full-time cafeteria worker? >> Uh yes, with benefits. It's the benefits included. It actually can range up to 50,000. Yeah. So

069we again these are estimates of course but that's with benefits and it always depends on what a person you know if they're single or family benefits that makes a big difference. So the high school total savings there without open enrollment discontinuing it would be 225,611. Uh and that is again in addition to that uh 275. So looking at all of it in its totality, we could be at 1.35. Now again, this is an estimate, but it is a very large um savings, but that is not just open enrollment. Just open enrollment is $577,000 if you were to discontin it at all three levels. So which is why I broke it down. So should the board make a decision at a certain grade level or grade band, um you can see kind of alakart what the

070savings would be. And then the last thing I would mention that we talked about this once before with high school students for example if we were to discontinue it um we would look at you know seniors for example and making some exceptions to have their superintendence do a superintendence agreement with me that would allow them to graduate in their senior. You could extend that to if if they would consider juniors as well. I can't speak for other superintendents. I know that the few districts that we do draw students from were willing to do that that I've spoken to to you know for the students they were in support of that. So um Mr. Smith is here. I don't know if you have any questions or if there's anything you'd like to say Mr. Smith on

071if so you want to come to the microphone please. There's really not much to add right there. You just kind of based on running numbers for we call full-time equivalents in the anticipated reduction of the number of sections necessary to be taught. >> And that's kind of how we arrived at that. >> The two additional teachers, what subject areas would those be in? >> We would anticipate one math and one social studies. >> And then my my concern I shared this with Dr. is that when you keep you have less students so then you have less teachers and then that leads to being able to offer less opportunities >> namely electives because you just have less folks to offer less in there >> right with this we would we would maintain most of where our

072electives are offered you know in the arts and uh math with the four credit requirements there's not a lot of elective opportunities social studies. >> Social studies, there are. Yeah. But, uh, we have a number of those opportunities that, um, as of right now, we're a little bit over in what we would consider full-time equivalents. And this would bring it down to what we would consider what we would anticipate a traditional um 20 to 25 students. And I I don't I don't anticipate that we would lose many offerings. >> With the loss of a science teacher, do we anticipate anything there? >> No. In fact, we um >> electives and science and obviously we test them in astronomy. >> Right. Right. No, we were um science is a little trickier because of the the way

073their lensure works. You know, they're um not everybody could do everything, but we were over probably this year to be completely honest with you. One of the things that we we didn't make a change last year because we were changing biology and physical science and because of the lensure we didn't want to mess around with anything and then really put ourselves in a bad situation. But after running the numbers this year and then what we anticipate for next year, um it's pretty evident that we can comfortably, you know, we can not need to refill that that uh position. >> Any other questions? Thank you. Appreciate it. >> So I I would I guess look to my right here. Um, Treasurer Stoy, if there's anything that I didn't miss or I know we went over this

074together, I mean that I missed or that you want to add. >> I think the only thing to keep in mind we've talked about before is um the these are the savings on the expense side. Obviously, we talked about what we what are known quantities now we input, but the rest are based on like you know a very least senior person kind of getting rifted. Um there will be if you were to completely do away with um I'm just talking about the open enrollment portion here. Um we would see a small decrease in revenue. Um definitely less than obviously these are offset. Um we're we would see a one-time um adjustment to the um formula for going past that 10%. That's not a lot. thought I'd have to look and see what it was this

075year, what it's project, what it would project for next year. It's not a lot because then the majority of it gets picked up by another guarantee like a transitional guarantee supplement. So, um we don't lose the entire thing just because of being on the guarantee. Um the second thing is that um you know we do have some revenue for excess costs for our special education students. Um we are that shouldn't be significant either. Uh the forecast because we reduced from last year to this year already. Um shows a decrease going into next year and did so in um October. Um and so I can't remember the number this year off the top of my head. Do you remember how many how many open world students are >> special? Yeah. >> Yeah. >> 39. I think

076it's 39. It was 69 at one point if I recall. It was something to that effect. It was a >> Yeah. So um so there would be a little bit of decrease there. Not completely because some of those students um for excess costs are courtplaced. It's not just open enrollment. Um so that's just a portion of it. So those kids that are courtplace, we would continue to receive those those funds. But you also have to remember on the flip side what's not being counted in here either as a savings um on the expense side is that some of those students for example um outside of the teacher we may pay for um OT and PT or you know a specialized vision or hear you know hearing or any number of those things that um we

077outsource outside of the district those you would realize a savings there as well. So really, you know, excess cost is supposed to be getting you back what you've spent. Um, so even the reduction in that revenue from getting excess cost, you'd you it wouldn't just be that because you would also see a reduction on the expense side um as well for those students because you wouldn't be surfacing them um anymore. um on this high school page. So savings without change is 275,000 in red. High school total savings 225611. Where is that green figure? Is that the >> that the green one is just for open enrollment? >> Okay. So is that the total of the two teachers, the cafeteria worker? >> Yes. So that's to me not adding up. I So two and then 275

078plus 225 611 >> doesn't add up to 5772. >> There is a >> So these are aren't adding up to me. >> No, you're right because there was a last minute there was a change in this. It's actually >> for 500 611. But when I add up two teachers, one cafeteria worker, the red and the blue, I get 261 >> 2222. >> Okay. >> So, and then my final number for yellow is 222. >> I I think so the blue >> numbers are totaled as that 35,611. That's the total of the blue numbers. I think what I heard you say is that you >> you don't have the red and the blue >> count them both. So that might be >> the blue equals the red in other costs. >> Okay. So >> say that

079again. >> So all those per student where it's broken down that 11,000 10 5,000 >> that's the three red numbers divided by the number of students. >> Yeah. The green is the green is correct. >> Okay. >> And then the yellow should be >> Yeah. 500 61 >> 500 611 is that different does that change the the pink >> probably the one yeah by 70,000 so it would be your number would be 6115 >> 1.275 275 611. So a difference of 75,000. It was a difference of one teacher and frankly it could be that high. We we just estimated the the salaries. It there will be a range of course of savings as for what you know Mr. Doy discussed but yes that was that number >> right I mean these you know these are

080all estimates but I just needed to make sure I understood where things were. >> But the blue are yes added into the red. Okay. >> Thank you. I think >> we'll correct that. >> Red might still be right. >> The red is right. >> Give me a sec. >> No, I think it's going to be off a little bit. >> The red should be >> 1.275611. We revised it so many times. We might have missed the one number. >> The red is still correct even though the yellow was wrong. >> Okay. >> I did it twice. >> Okay. All right. Okay. Bottom line, I guess is bottom line is good. Yeah, the others. So, um, essentially I guess what I would just add is the only feedback I've heard is just, you know, people's urgency

081or concern about when that would, um, you know, when the decision would be made. Um, certainly not any kind of pressure on our end. We still have to play out the intra district as we know that process. Um, and then, uh, we will factor this in with staffing and reductions usually around This is about the time we start putting things together a little bit and then we have to miss bog in by what contractually when do we have to let the rip the reductions enforced? and contractually they have to know by >> Yes. >> days. April, >> will this affect our six district compact? I mean, I know if kids are enrolled in as a junior into a program, would we still allow them to continue in that program? >> Yes. Yes, that would. So,

082that would not impact them. The only thing I was thinking was just the loss of our auto tech program, we know, but they do have that opportunity to take >> Do you mean open enrolled students that were >> Yes. that are accepted into like >> if they're in the compact itself then no but if it's maybe an open enrolled student from Akran say >> okay >> yes that would be impact >> okay >> yeah so Anthony what you were getting at with the um current open enrolled students that will not be >> able to return is that we will have fewer I guess I >> there'll be a financial savings there. Yes. >> And we don't know if there could be some of these additional >> We don't know if that will impact some of

083these additional cuts or not at this time. So, we know it'll be the minimum that we'll save is $775,000, but we also know that that number will be greater because some of these students in 6 through 12 won't come back. There is a cost associated with that. >> Yeah. Okay. With with continuing open enrollment. So if we were to not allow new open enrollment, keep the ones >> currently open. >> We don't allow new open enrollment. >> Sorry. >> We don't allow new open enrollment for the last two years. We haven't Okay. So everyone currently is just kind of grandfathered in. Okay. >> So >> the superintendent can do that in our policy. She has ultimate determination of who gets in. Okay. >> So, this will be the third year of not letting new people

084in. >> That's why in grade one it it doesn't change. >> You didn't have any? >> No, we didn't let any >> kindergarten is the same. >> Well, kindergarten. Yeah. This will be year three of it coming up. >> Is it year three? >> Yeah. >> Two. >> This year coming up that we're talking about will be year three. So last year 6. >> Okay. Okay. Thank you. in terms of attendance. This will be the second Let's go through these as a board one at a time. Let's start at elementary. So elementary, we know space is the main issue here, right? And we have two decisions to make. One, do we let people apply at all knowing that there's going to be limited space or do we not let people apply at all? That's really

085the decision we're making with elementary because a lot of there's not going to be space for all these folks. >> That's just the reality and we've already come to that determination in reality. So, The choice at elementary is do we let folks apply or do we say we're not even going to let you apply? That's what we have to decide at elementary. >> It's not a huge savings >> to let them come. >> It's a capacity. >> It's not a huge savings to not let them come. If we make a different decision for middle and high, will these people make a different decision for elementary if they know they're not going to be able to keep going through the system or do people just come for elementary and then >> a couple things. >> Yeah.

086middle school, high school. >> Soibies. >> Your elementary can stay, but your older kids will not be able to. That would be a Correct. And it's kind of the same students and they make >> No, you're fine. I would give folks I'm would rather have people have the option and Leave it up to space. >> I agree with that. These numbers already include some students that are open. Correct. >> The far side >> these ones. >> Yeah, >> we know they're not all going to fit. That's just the reality, >> right? >> Of the decisions we had to make. I would be fine with it, but I hate to give people false hope too that oh, you know, I can >> that just a concern. >> I think the communications that go on will be

087honest just like the trouble and law is very >> honest with people about >> that was my concern. >> Yeah. Yeah. Exactly. >> It's going to be a space permits and space may not permit. >> Yeah. As long as we do >> that. >> Yeah. Communicate that. That give you clarity. Do you need us to discuss anything else at elementary? >> So elementary where are we clear on >> current current folks >> current stay >> based on space >> can reapply based on space. >> Okay. >> Yeah. We won't know that until >> after we did not say they stay because that's not a commitment we can make. >> Yeah we can't. Okay. All right. So reapply we'll consider based on space. So with that >> certainly don't think we can take in new folks.

088I don't think that will be >> so I'm guessing again space if any availability would probably be a little bit at Richardson and a little bit at Silver Lake depending on what intra districts have >> and you might have some at Lincoln. >> I would I would >> maybe Yeah, >> but we'll see. I mean, we don't really know until after the intra goes because we don't know how many >> intra folks we're going to be able to accommodate. I mean, that's going to be a puzzle. >> It is, >> especially these next couple of years. >> So, keep the statistics on the current district. So, we know where they are currently assigned and first choice. B. that started. So, we have somewhat of an idea where >> If you're going to keep talking, go

089to the microphone, please. Yeah. Thanks. >> So, we have some idea where >> you just start over what you're saying. >> Oh, yeah. We want people to be able to hear. >> I forgot what I said. It was good, too. I in my head it sounded >> brilliant. We we are keeping current statistics on the applications for the request for intra district enrollment. So we're able to to kind of get a view where students are currently assigned in their first and second choice to where they would like to go in the interd district conversation. So once once we kind of go through the process after the window closes on the 28th, we will go through the process. Our plan is uh to be able to help Miss Bogdan out by uh having some discussion about

090the one for ones that we can move based on the available spaces that we know that we currently have versus the individuals who are moving from one building to the next and get those out within a very short period of time after the window closes. Once we do that, that'll that'll help us >> get a better idea. But our challenge is right now I can say that the spaces that I know that we have most likely available is not the places where people are requesting to go. So that I said all that to tell you just be mindful that where people are asking to go is not where the most available space is going to be regardless. Does that make sense? >> Okay. I have nothing to add to that. I got you. >> I

091I understand. No, I said I have nothing to add. Mr. Gomez asked if I was clear on it. I'm clear now. Thank you. >> All right. Yeah. I just want to make sure. >> Yes. Um and before you continue, I just want to point out before I forget, the numbers are actually correct on here. Um if you add all the green together, just for clarification, that equals um that yellow number on the back. And then when you add all of the red and the green numbers together, you do get that pink number. So those are correct. >> Okay. All right. >> I just want to make it was bugging me. I'm sorry. I was like I mean I'm not saying it couldn't be wrong because we did modify many times today. So but okay. Thanks.

092>> Okay. So middle school we have two models here. We know that teaming is changing in some way no matter what. And that even without going to the open enrollment piece, the savings is half a million. If we touch the open enrollment piece, that adds um,000. This is my thought, and I've shared this with our administration. I would personally, we know we're going to go for a levy in November. Um, we've made a lot of really tough cuts and we also have to put out a statement of facts with our love of what happens if this levy passes or fails. I would rather keep open enrollment for now. It's not a ton of students. total students and and I get that those families are not the ones voting on our lobby. I understand that. So

093it makes it hard sometimes to advocate for these students because they're not the people within the district that are voting or paying the taxes. But those students are also perhaps the best friend of a student in our district that is the one that makes a student in our district whose parents pay taxes and vote for the levy want to come to school every day. And so if we're going to cut out those 254 students, um, >> where I'm sorry, where are you getting 254? >> That's the numbers that are on here >> for middle school open >> for all for for the whole district. >> Okay, thank you. >> All right. I'm sorry. >> I would rather do it as something we have to do, not something we're choosing to do. That's for me. Um,

094so I would rather go in November for a levy and say if this levy fails, this is one of the things we have to do. We won't have a choice. >> Yeah, true. >> Because we know it'll save us money and we won't have a choice. Could it save us some money now? Sure. But it's not something that I would prefer to do because not only does it impact students that have been with us for a long time up to 13 years next year, but students that are friends and make an impact within our district on kids that do live in our district and families that do live in our district. >> And they've they've elected they've chosen to come to us. they want to be in our district and that you know I appreciate

095that I know these families we all know them personally it it's painful >> and I will say in the last probably two decades 254 open enrolled students is probably a historic low of open enrollment you know so I know there are people in our community who hate that we have ever had open enrollment I think it's the worst thing in the world I don't I don't think that personally, but this is not a huge number of students >> um comparatively in the broad scheme of open enrollment in our district and I just have a hard time doing it just like clo it was the same thing with closing a school. >> So we have closed a school three years ago at elementary school. We could have but we didn't have to. So, why do things

096that we know are going to harm students before it's something that you have to do? I really have a hard time doing things that harm students before it's something that you have to do when you know it's not good for students. >> Yeah. Can we keep the ones that we have already but not have any new ones come in? >> That that is what we showed here today. >> Oh, okay. Okay. Okay. So, the savings, >> but we're keeping the ones we are that are already enrolled >> as long as they haven't violated the attendance >> attendance policies, >> which is a small number, but yes. >> Okay. >> Can I just add um and >> it will probably be a little more clear come next meeting when I give the forecast. Um I my

097concern is and this is strictly from the dollars of it all um is that we may be in a situation um without some of these things based on other factors that I don't want to get into quite right now but they I will go into more explanation um that that some of the assumptions that were in October may have changed as far as increases for next year in certain areas. Um so there is potential um and as we know also the um the sale of these buildings is is not looking as fruitful. Um you know and we paired it down in October. I I'm of mind and I have right now kind of backed that down even more um just just out of being conservative. Um, but my concern is, and I'm not totally finished

098yet, so I can't say that this is a for sure, but my concern is that we are going to be back in a position whether we um because I have to file it in February. And if let's say we don't have a decision or what we're doing where we're going to have to give another financial recovery plan and turn around and say this is what we're doing anyway. Um, because of that. Now I don't know that for sure but I the potential is most certainly there that it it may be necessary um whether it is in the you know probably more of the third year um but that would include the savings starting next year. So what I'm saying is is that the third year may be where we're getting a little dicey. If you

099remember in October it was only like 200,000 we were in the positive and now that we've maybe thought some expenses might be a little more that we thought and a little bit less on the revenue side for the buildings that could potentially put us um in the in the negative in year three which would trigger um OD and that written plan which we would have to now is this where the cuts would have to come from not necessarily but you're also getting to kind of slim pickings elsewhere because of the cuts that we've already made. Um and so um the other thing I would say and I think Dr. Celico already mentioned it once is we do have kind of an abnormal amount of retirements this year. Um, and so obviously that would be a

100more apt time um, for something like that as opposed to having to do it after a year and then hiring someone and then having to let that person go after a year because we've just, you know, we're at the point whether the levy doesn't pass, whether, you know, some of these things don't, you know, some of these assumptions um, you know, start to become reality. Obviously, you know, that's a little bit of a moving target. Um, and I think you can see that, you know, we know what kind of a big swing and, um, insurance can have. I won't know that till April. Um, for sure. And, um, >> and what do you anticipate there? >> Huh? >> You anticipate bad news there, right? Insurance. >> Yes. I mean, I don't anticipate great news. I

101don't um anticipate it being any worse than before, but I don't anticipate it being um much much better, which again we'll go we'll go into the reasons why and how that's kind of works. Um I'm also kind of waiting because kind of at end of February is when that cut off point is for like that renewal conversation um as far as our claims and everything like that. So um I'll have a better idea. Um but but it concerns me um that if there was if you recall the first time it happened it over the course of the forecast it was a $7 million swing to the negative. Um and so my concern is is that even in the forecast before we're treading where it's, you know, if that could take us out at any point

102in time and that that concerns me and it's and it's it's abnormal. It's it's outside of the historical trend and it is abnormal um even comparative to other places. It's just the length of time our situation has kind of gone on. Um I think it's going to be I think it is right sizing. I just don't think it's right sizing it right soon enough for this next renewal to like you know what I mean? So like we don't have enough months like good months in there because it's a two-year look back period. And so, um, again, I don't want to get into all of it because I'll explain kind of all of that next time, but my concern is is that we're gonna do this potentially to have a negative in the third year and

103then perhaps turn around and say with a written plan, here's what we're going to do do anyway. >> What your point was, Anthony, that >> you don't want to do it till we have to, but you're saying to might have to. >> Yes. Like I said, it's it's I'm not completely yet. Um, and I want to kind of I'm kind of waiting to hear on that insurance front as well, looking at what claims have come in this week to kind of really gauge where we're at because that's going to be the big factor. The sale of the buildings is going to be the other um big factor. And you know, can I >> what we once anticipated is obviously not >> Can I ask you a question? And I'm going to step out of my

104lane admittedly, but I'm I would recommend and I so appreciate the fact that we're trying to be decisive this evening, but based on what I'm hearing from Miss Stoyco, I think it would be worthwhile to wait till next meeting so you hear her forecast and maybe we could even talk about factoring these numbers in because what she can show you is how far the savings would get you. We might see that it's not going to do much. You might see that, oh my goodness, it's because remember it compounds as well. The savings isn't just a one-time savings. When you make reductions in force, you save over time. So, that will make that may make a drastic um impact on our five-year forecast. But if I'm wrong, please feel free. But I don't I don't want

105to step into your lane. >> I mean, I would agree because I think you you want to see the whole picture. And like I said, I'm not even to the point yet of like totally seeing the whole picture. I'm still working on a few other things um you know, as far as with the building project and some things going on there. Um but I think you know we'll know obviously um the thing is with that is that you know I'm going to present something if I present something that is in the red in any of those first you know three years it's it's going to trigger that just so you know we're aware now my preference would be it's not always I the most ideal you know my preference is always like to not have

106to do OD and the const meetings and all of that when we could implement those changes ourselves. But I also understand, you know, um where now I can present kind of maybe two versions, >> you know, one with and one without and then um to kind of see what that what the difference looks like overall on the on the whole forecast and then maybe you can choose which Yeah, >> when you develop a written plan, you don't have to implement it all right away. >> Correct. >> You don't, but they're gonna they're going to want to see changes depending. And again, like I said, I don't know what that number could potentially be, but they're going to want to see if if it is the third year, what would happen if we didn't do anything

107next year? is that a we'd lose one year of that savings. Um, and b you'd have one year of like potentially hiring someone and then riffing someone. Um, and so you're going to get more bang for your buck. I guess I would say if you have if you were to implement it. >> I asked that question though and I don't believe we are hiring people >> even without it >> in middle school or high school. I was told we weren't hiring. What do you mean if we if we >> here and >> well >> where are we are we hiring people in this model because I was told this was attrition right so are we hiring >> it depends on >> it would depend on I think the first round it could be true but

108what I think what we're saying is if it's fine for this year but the following year when you go to reduce that like let's say you say now we're not going to open enrollment and that would result in cuts. Yes. Because people are would have their jobs this year. It would be fine for this year but not necessarily hiring people on cutting. >> No, you'd be cutting you'd be cutting people whereas this year attrition will necessarily be hiring cutting. >> No, it I Yeah, I think that's the difference. You would be cutting people who have jobs now. >> Okay. Yeah. Or you can get creative with the lure and see if there's a high school teacher you can bump that >> there's that often happens. bumping will happen regardless but it it would depend on

109lure and like I said I'm looking at it from the fiscal lens what selfishly works best for me but I understand that there is there there's another side to it but I'm I just and I I realize that but I do want you to just know strict strictly from that that's the angle that I'm coming from and um that there is there is potential um which we'll you'll see um you know I should have it to you by next week so um you'll have time to kind of look at it and I can I can send kind of a a version with and a version without um that way you can see the impact that it has >> well I think we know our financial position is not Good. >> Right. >> We know that

110we may be in the red in the third year, which would require a written plan. We know that they changed the whole five-year forecast situation. Um, but we also know that having a written plan would not preclude doesn't change the fact that we're going to have a levy on the ballot in November. We just don't know what that's going to look like yet. And that would not preclude us from including cutting in open enrollment in the written plan and choosing not to implement that cut until we see what the result of our lobby is. Correct. >> Correct. >> So that's still an option, >> but they're going to they are going they're going to want to see us be obviously in the green and they're not going to obviously count a new a new levy

111that hasn't or whatever pass. So whatever it takes whatever that number is and whatever it would take for us to get to that number um is a different you know that's a whole calculation of whether depend you know because it is cumulative. So like if you if you wait a year then obviously you're losing one year of that that savings potentially. >> Um >> we're still saving some. I mean we're automatically saving some. I think what you're going to need to see is how much we need to save. I mean, I think we can go round and round, but I truly think we need to see that fiveyear forecast to see if what >> what kind of a different we know it'll make a difference, but how big of a difference then I think the

112boards just has to weigh that. >> But I really think it would be wise to wait and see that information. Um, one other area where we're going to see, um, not to belabor it, but I it popped into my head that we're seeing a decrease is the changes to legislation on inside millillage. So, in October that was in there as receiving any the full um, you know, kind of because that is not that was not capped. Um, we saw growth on that and now that that growth is going to be capped to kind of like the GDP and and capped to inflation basically. Um so you know we see a decrease there already. Um so there's been yeah a couple of nothing nothing good unfortunately has changed. Um but we you know there's been some

113things that have have happened that have negatively impact not only us but lots of other lots of other people and a lots of other people well more than us that were on the 20 mil floor and things like that as we've talked about. Um but um that that is another one especially it what's affecting it immediately is that this is a reappraisal year. So this is where you would have seen a like a like next fiscal year is where you would have start to seen kind of more that big growth on on an inside millillage because it's it's you know the every six years and then the in between um years there's hardly anything and then that triannial update is there's some but it's usually not as much. This is like the the big increase

114and now we won't be seeing that. So that's going to immediately impact those first couple years is where um that runs into as well. >> That brings us to item E, Treasure CFO's business consent agenda. Miss Toy Stoy. >> Yes. >> Like to recommend that the board of education approve all items listed in the treasures consent agenda. >> So move. >> Second. discussion. >> Yes. So, we have the two minutes um and the donations um just one donation from crowdfunding um at Richardson. So, always Richardson does a good job. >> Any questions or comments from the board? >> Please call the RO. >> Mr. Harris. >> Hi. >> Mrs. Schaefer. >> Hi. >> Miss White. >> Hi. >> Mrs. Zimmerman. >> Hi. >> Mr. Gomez. >> Hi. the item after receive or comments. >> I

115do not have anything this evening this evening other than um we wrapped up the exit conference for the audit today. Um and I didn't know if anybody if anybody has any questions but um we received a clean unmodified opinion um and so everything went well there. They had a couple recommendations but other than that um we are all good to go on that. So, anybody has any questions, please let me know. But, um, >> unmodified is good. >> Yes, unmodified is good as Ryan said. Yes. So, um, and actually that was Mr. Gomez, you had asked before what year we were in. That was actually our fifth year. I wasn't I was thinking it was before that, but um, the state did reach out about extending that for the other five-year period, which I assume

116they would. So, um, you'll see that um, contract at some point over the next month or so. Um, I just need to talk with them and then it's got to go through the state and stuff. But yes, so we will u be staying with Julian and group for the next five years. >> Thank you. This is AMG, superintendent's business consent agenda. Dr. Sco. >> Thank you. It is recommended that the board of education approves all items listed in the superintendent's consent agenda. >> So moved. >> Second. >> Thank you. >> Yes. um routine items uh for our personnel, some classified appointments. We have some coaches uh for spring sports, a couple volunteers for some sports and some leaves of absences there. And then I would also like to recommend to you this evening uh an

117appointment of an administrator and um with that some transition days as customary when we hire a new administrator. So this evening, uh, Miss Bird is with us and, uh, just like to tell you a little bit about her. Um, we are excited to hopefully, if per your approval, welcome Alyssa Bird, uh, to our administrative team. She is being recommended for the preschool through 12th grade curriculum coordinator position. Miss Bird comes to us with 10 years of classroom teaching experience and four years as a K- through2 ELA literacy consultant with the Summit County uh, Summit Educational Service Center. and she is a state trained highquality instructional materials specialist, a local letters facilitator, a certified state dyslexia facilitator, and a reading tiered fidelity inventory facilitator. Mrs. White's going to be excited over there. Miss Bird earned a

118bachelor of science in early childhood education from Kent State University and a master's in reading and literacy from Walsh University. Miss Bird is thrilled that she will be serving the district and community of the falls as she is a local resident who currently has a daughter that attends Richardson. >> All right. >> And they are so cute and they are back there. >> Son for preschool. >> Um almost. Miss Bird, how old's your son? >> Three. >> Yeah. Ready for preschool then? >> Yep. >> Ready for K Falls PreK? >> Yep. >> Yes. >> Right, Mrs. Z. >> There we go. So, we've recruited one. >> Thank you. This is all I have. >> Any questions or comments from the board? >> We're excited to welcome you to our Black Tiger family, not just as

119a mom, which is very important, but as an employee and important in our um department with Mrs. Hman, who's very excited and ready to record you. Okay. So, we'll call the role and then we'll let you talk. >> Okay. >> Thank you, >> Mr. Dley. >> Mrs. Schaefer. >> Hi, >> Miss White. >> Hi, >> Mrs. Zimmerman. >> Hi, >> Mr. Gomez. >> Hi, >> Mr. Harris. >> Hi, A. >> Thank you everyone. Um, Kyhoga Falls. It's okay. I'm very short. Kyhoga Falls has been my home for the past 14 years. For 10 of those years, I worked in Ravena City Schools where I gained my teaching experience, my passion for leadership, coaching, and built a strong instructional foundation that allows me to take initiatives and make them, I know, realistic, attainable, and sustainable over

120the last four years. Okay, we'll fix it soon. Over the last four years, I've had the opportunity to work across more than 13 districts, K to 12, supporting initiatives, building meaningful relationships, and designing a the professional learning that I facilitate. Kyhoga Falls was actually the very first district that I worked in as I began my career as an ELA consultant. So, this truly feels like a full circle moment for me. Um, and now my personal life and my career are aligning in a really special way. My daughter has started kindergarten at Richardson Elementary, and I've uh had the privilege of witnessing firsthand the incredible impact Kyhoga Falls educators and administrators have already had on her. I am deeply grateful for the opportunity to invest my future years in this community. So, thank you very much.

121And we know it's been a long wait, but for the children, so we won't have hurt feelings if you were to leave now. So, we are happy to have you. >> And anyway, >> so cute. >> Come on, mom. He's so cute. >> No, >> she can re regail Jodie with her commute stories every day. >> Yeah. Really? >> Thank you. Congratulations and welcome. So, as as you are aware, she will be replacing Julie Dudon. This isn't an additional position. This is a replacement. >> What's up? Thank you. >> As Jody drives 45 minutes to an hour every day, she'll be like talking about three minutes to get here, >> right? >> Maybe five if she has to wait for a train. >> Yeah. And that happens on that broad day. >> It brings us

122to item H. Your comments, Dr. Cica. >> Thank you. Um several things I just want to address this evening. Um um as you know um we have been uh I I was asked to provide maybe a little update on the high school. We've been spending a lot of time at the old high school. Um I I asked Mr. Beatti if there's if he to be ready if you have any specific questions, but I spoke with I saw Bernie and uh Mason today. uh fabulous workers of ours at Richardson and I was picking their brain a little bit and asking them what's going on with the high school. They said that there were four to five more leaks that happened. Mason seems to think there's up to oh about 24 leaks that we've had. So they

123keep um >> were those latest ones? >> Where when were those? >> Um just recently. Yes. Yeah. There was one a couple days ago then they were doing well and then they had a couple more. But he's um I you know and I was getting the it hasn't changed like what has what has still preserved meaning the auditorium is still okay cafeteria just got a little bit um library is okay so it's really he said the 100s two the 200s and then like some of the 500s so that's where it's starting to happen um Gandandy I believe was there yesterday um so we might be able to provide you with some insight there uh Mr. Gomez, you had asked about the structural integrity. I just asked the gentleman. They didn't feel that there was anything

124that we had to worry about roofs skating in or, you know, ceilings yet, but certainly there are >> the roof in the old building are strong. It's got like a foot plus of concrete. >> Yeah. Yeah. It's not going anywhere. >> That we did those roof assessments. >> Yeah. Um, so we did move the CTE program. We talked about our auto tech. So, we're in the process of making that happen. Hudson is being uh very helpful and they're going to do some Mrs. Hman and Miss uh Koolage are working on some final details of how that transition will take place, but the students were able to be relocated at the new campus here for their coursework. So, that's been a smooth transition and wrestling is taking care of itself. Um that's coming to a close

125here soon. There's a tournament this weekend, but it'll be at the new campus. So, that was really where we're at. I know we talked about shutting it down completely. They had some feedback there that, you know, again, if we do that, um I think maybe in the long run there, as things go to thout, there could be some damage there. But >> you're not talking about shutting down the building completely because the building closed, but you need the water. >> Yeah, the water. Sorry. Yes. Um so there's domestic water and then I mean I'm getting all these details today. I'm like trying to keep track. I'm like, okay, domestic water and then the others. So you could keep the boilers going and I guess it wouldn't impact necessarily. So I I will stop there because

126that's about the extent of my knowledge. But Mr. Batti, do you want to come and provide some more detail? >> Well, I think Gandy was going to give an opinion about mold as well. >> Yes. And I believe the the gentleman started >> I know was one of our concerns. >> Yes. >> So good evening everyone. Um I did have a chance to put some notes down on my phone. So if you see me looking down, it's not texted from my wife. So which I have to answer as well. Um, we've had we have had 27 leaks to date. The latest ones we've had were yesterday. We had four. We've had none today. Um, I did walk the building with Aaron Strawber. Aaron Strawber is with Gandandy and Associates who is doing the remediation of

127the asbestous at Bolic and they also do all of our work within the district. They're are an environmental engineer. So, I asked Todd Harrison uh if we could borrow Aaron Strawber for a while. So, him and I did go through the high school yesterday. Truthfully, he was not as concerned as he thought he might be. The areas where he saw there were damage done, there wasn't much asus in those areas. Um, I think a larger concern that he had was making sure that we block off those areas. If we do have an auction and those, no matter what's in there, we don't even walk by those areas. We just don't do anything. We don't try to clean anything. We don't do any of that. We just walk by just just to make sure. I think

128a big part of his concern was uh mildew, mold. Mhm. >> He recommended do not shut the building down as much as we would love to at this time, but mold, mildew, it grows quickly with cool temperatures, cold temperatures. So, he would he said he would do everything he possibly could to keep those boilers running uh and and just repair the leaks as we go. Hopefully, even with today being a warm day or yesterday being a warmer day, hopefully we're beyond that. And I say that all the time and Dr. looks at me like I'm crazy I think sometimes but we always in a pit we didn't have any today which I'm going to be very positive about hopefully this will be the last of it but we've had it in the 100s 200s 300s

129there isn't a place besides the 700s we have not had a leak in that building um the auditorium gymnasium we've had some stuff flow into the auditori gymnasium but um at the end of the day uh he recommends keep heat to the building so we don't grow any mold there was one room we walked in you could actually smell the mold Um, so the other areas I'm sure have started maybe some growth. Um, he is going to do a little report for us. Um, and get it out to me and I'll share it with Dr. Silico and I'm sure she'll share it with the board as well. Um, that's pretty much it as far as my walk through with we we spent about an hour in the building. Pretty much my walk through with them.

130I did speak to our insurance company as well. When you make a claim, it should be made, as you could imagine, in a timely manner. Well, Sarah understands why we're not trying to make a claim at this particular moment, and she recommends we don't if the building's going to be demoed because of the cost to insure ratio. It would go against our current co, you know, cost as far as claims and we cannot have that. We are we are on the line right now uh with claims because they go back years. This would be a very very big claim. I couldn't I don't even want to guess as the what the dollar amount would be for the insurance company. Um so she recommends if we're going to sell the building and it's going to be

131demoed to not do anything as far as a claim goes. Um, she also recommended closing off the damaged areas, making sure that no one could go through maybe something from a ceiling fall down, trip over something that's currently on the floor. Next, I I would say the auction. Let's talk about the auction. We could have an auctioneer go through the building, not in those areas, take pictures of items that we would like to auction off, put those on the website, auction it from the website that way, not allow anybody in to see anything. If if someone bought a bought a refrigerator and had a dent in it and they got there to pick it up and they didn't want it because it had the dent, maybe the picture didn't show it, we would just give

132them their money back. We just wouldn't make them take it. That way would limit how many people were in the building for how long. They would only be in the building for one time. That's if you choose to move forward with the auction. Um I just something the board would have to decide. >> I would just want to see the report from Gandandy first because I'm concerned about what could be growing in that building and what we'd be exposing people to before we make a final decision on that. So, I'm interested in seeing that report just because I don't want to potentially expose multiple people to things that could be growing in there. Um, so >> yeah, know that the report is not going to uh contain data or information. >> It's going to it's

133going to his best >> uh from from an environmental engineer standpoint recommendations or or what he expects to be seen. Again, we walked into a room and it was terrible. You could smell it right away. >> There are areas that we're sure mold is going to grow or has been growing because remember with all these pipes breaking, the boilers go down. So, the building temperature has been very very low. So, just getting the the boilers back up and running to heat the facility. Uh we're starting to get the the facility up to close to temperature. Uh but when we do that, we've had pipes break. So he's sure and I'm sure that there's mold growing throughout the facility. I don't know if there's my personal opinion. I don't know if there's anything in that building

134valued enough if we're worried about liability and risk about putting people in that in the building. >> Yeah. I just I think I'd like to see that report before >> Yep. And I don't think if they're a I don't know if they're able to answer this question, but one of the curiosities they have number one, I learned today that um from Mason and that heat does not create the mold. Cool temperatures and I was very surprised by that. I thought it was the opposite. So that >> No, that's exactly what he said when we walked through. That's why he recommended keeping it on. >> It's the cool damp. >> Yeah. Surprised by that. Yes. The But I'm wonder I'm more curious about like exposure. This isn't my area. Exposure to mold. So if you come

135in and out and you only see it in passing for half an hour, is there any damage versus people staying in that room for hours and hours, which we know will never happen, but like or even our workers of course were concerned about their safety. But I would the difference between that because if you're doing an auction, someone literally comes in to say, "Okay, I'll take that and it's 15 minutes. Is there any danger in that?" I don't know the answer to that. I'm going to assume not, but I'm not the person to say that, you know, officially. So >> yeah, know that he did this as a quick favor for us. he came down from Bolick. It wasn't something that >> wasn't something that he's putting a nice report together for us. Uh I

136have not seen it. I would hope I would see it this week and then I'll share it and we can, you know, go from there. I can certainly go back to Todd and ask for more in-depth if we really need to do that, something more formal. But we walked through and looked in nearly every single room, every certainly every area of the building. And um I think he got a real good handle for what we're looking at. >> Yeah. Yeah. And I mean we can move off of it, but I was just saying the different kind of spores and molds like there are some that are really harmful and there are others that are you know I I just don't know. So I think we also there are other companies that could that specialize in

137that certainly that environmental studies that they could do but I don't know that we're there yet. But let's let's start with Gandandy. I'll certainly share that with the board. >> That's I'm curious whether there's some >> fairly simple treatment like a spray or something that can can >> kind of arrest the I don't know. That's the kind of that would be curious about. >> I think at the end of the day, what he would recommend is any area that was wet at one point in time, you stay away from. And I think he feels really comfortable that if we would stay away from those areas because of the because of the mold, possible mold uh growing and the uh asbestous that we would be okay. >> I hate to see things go to waste that

138could be used again, but I also don't want people to be at risk. So, I'm not planning on making a huge amount of money from selling things, but if somebody somebody can take something and use it >> Yeah. >> it safely. >> Yep. >> I'd like to see the Gandandy report. And personally, after seeing that, I might want to go see the situation myself. Um, and that would be helpful, but I don't know if I want to. Um, >> I have a lot too sad. I have a lot of emotions attachment, but I think that might help me >> that and help me understand more >> because when we're saying things that did and didn't get wet and stuff. >> Yeah, it helped me when I went there to be honest >> to assess it

139a little better >> because I know there are a lot of people that would love to have a piece of something but at the same time we have to be responsible. >> Yeah. And I don't know if that would and because of the asbestous even only in certain areas and possible mold mildew growing if that would we would need a waiver or we we would have to probably talk to legal if you really wanted to cover all bases to see what you know we just couldn't say okay you can just go in because you you but you won't be in those areas and then have someone come back and my lungs have not felt the same since I've been in that building. >> That that's that's what my concern would be. So, we'd have to

140really look at legal for I would recommend >> just like, >> hey, there's some smaller stuff we can salvage. Let's have do it like so. Let's have a yard sale. >> Maybe do, >> you know, maybe that's the route we go. >> So, >> yes. >> Yeah, we'll take one step at a time. Start with Gandandy. We'll give you that information. If the board desires more information, we certainly can do that, too. >> Thank you. >> I appreciate it. >> You're welcome. >> Okay. Uh, a couple more things, just quick ones. um was here for the opening of the one act. I know a couple of you were here as well. That's always >> very intrigued by >> where did I sit? >> I sat in the balcony. >> I was over here. >> I

141was supposed to sit right there, but I felt like I was going to be sitting on top of our families over there. I said it was really odd. It was like one seat and they were like, "We were wondering who this one seat was for." I said, "Well," so I moved over because that night there weren't as many people. So then I moved. >> I saw Miss Coco here, but she was sitting in the bad like lake room area. I think I'm gonna try that next. >> I gave her the good tip to of where the bad lake room is. >> Yeah. So, that was very enjoyable. Um, we also had the spelling bee, the middle school spelling bee, so that was fun to attend and I realized I am not smarter than a middle

142school child who can spell words that I could not. I was like, what? I don't know what that word is. I got to Google it. I have a funny story I'll tell you another time about Miss Houseman, but I will save it for another not not for a public uh but it was it was enjoyable. We sat there together. But yes, um but Noah won and congratulations to him and the others that were up there. It takes such courage to get up there. Um we also had a Power of the Pen winner and the same day that our children were participating, my own child was participating in Power of the Pen, but I was excited because I thought we were we would be against each other, but we weren't. We were in two different locations.

143>> My child did not place, but that's okay. I'm proud of her anyway. Um but yes, we had a first place winner, which is great. That's not easy to do. So, Mrs. Um, Belco was there and um, filled me in. We were I was getting blowby-blow, so that was very exciting. Um, we also uh, wanted to just point out that we have the shuttle going. I've been kind of providing you guys with updates. We're up to I think the most we had was 24 one day. So, it's growing. We are offering that as a solution to parents who are frustrated with our arrival process. So, certainly an option for parents if they don't want to wait in the line. All you have to do is drop your child off, they get right on the bus,

144and we shuttle them over. It's been very smooth. There's been absolutely no issues whatsoever. So, it's been a nice easy option for parents. I myself would exercise that right to do that and say bye, have a good day and then I'm heading out. Um, so we encourage more parents to take advantage and it will uh our line is going better now. There's there's like blips in the radar like the one day we had um a bad uh weather day and it was cold and so a lot of people were taking their students and it was a day where people weren't necessarily following the directions. And so what happens? We get a delay. So when people are on it and we're following directions and things are running smoothly, it's it's gotten a lot better to the

145point where it's maybe one minute the children were coming in tardy. Um again, we anticipate it's getting better once spring hits. I hope that more students will walk, less car riders, um maybe bike riders, etc. But overall, we're we're doing really well. Um, lastly, I want to uh talk about the portrait of a graduate. And I maybe Mrs. Schaefer, would you like to talk about it at your turn or Okay, I'll just give a quick recap that we we had our third meeting yesterday. Uh, I'm sorry, what is today? Yes, it was yesterday. And, uh, so so grateful to our partners, uh, community partners and parents. We had another great turnout. We averaged probably 30 to 32 in all three of the sessions. uh we came down to our six competencies that we've chosen. I

146won't tell you, it's a cliffhanger. Uh but we we still have steps ahead. We will get we did start the graphic design portion and so we've gotten feedback from the different groups and what they would like to see in that graphic. We had our two art teachers there, Mr. Schulman, Mr. Smith, and an art student who I think wants to be part of that, which I thought was really cool. And so I will be meeting with them with next steps once Mr. Ferguson is going to compile all that and I'll share it with you. um the findings and the results and what people are looking for and then we'll go from there. So, we're still we're still not we're not we're much closer to completion than we were, but please recognize that there's a few

147more steps that have to take place and also um some definitions of the six competencies. Like we saw an example like maybe six paws with what the word is and then the definition for people to see. So, if that's something that the board desires, it takes us a little work to design. >> Well, that was an example. That was what someone used. Yeah. So >> tiger. >> Yeah. So that that's kind of where we're at and I'll let Mrs. M. Schaefer wants to share it when it's her go around that to share her feedback because I know she was very positive about it. But I walked away really really excited about it. I I was not sure how that was going to go and I thought Mr. Ferguson did a very nice job. Very impressed.

148>> Was there a reason why it was six? Uh, I think that was the consensus of the group because we got to five and we had some discussion because some people have seven and nine and he tried to get us to stay at five but recognizing that we could choose more if we wanted to. >> I think you understood that the group understood that it could change to either some ideas being grouped together differently or something being merged together. So, it has to stay But those were the ideas that were important to >> some of them we we we've kind of stacked >> because they were similar but then we couldn't reach agreement because we felt like some were too different like curiosity and creativity they were too different. So we had a lot of

149discussion about that. Does empathy fit under emotional intelligence? So those kind of discussions. So >> but great experience. I'm glad you pushed us to do that. Um and then lastly, I think yes, um just wanted to mention on a sad note, uh one of our DWIT, uh teachers who recently retired, uh resigned, uh passed away, Cindy Wagner. So just keep her and your family in her in your thoughts. Um that will take place. Her the arrangements are um next Friday. Um, so just please keep her in your thoughts and always a sad time when we lose a member of our family. So thank you. >> Thank you Dr. Sco. Item I board business number one to resolution OSAA. It's recommended that the board of education approves the resolution to allow the K Falls City School

150District participate in the Ohio High School Athletic Association. >> So moved. >> Any discussion? Please call the role. >> Miss White. >> I. >> Mrs. Zimmerman. >> I. >> Mr. Gomez. >> I. >> Mr. Harris. >> Hi. >> Mrs. Schaeper. >> Hi. >> Thank you. Number two is memorandum of understanding with the K Falls Education Association. It's recommended the board of education approves a memorandum of understanding between the K Falls Education Association Kal City School District. >> So move. >> Second. >> Discussion. Um this is um we've had educators voluntarily helping in the mornings at the 612 building um with drop off process. Um this is to compensate them to >> continue that process to make sure we always have folks out there to keep that process going smoothly. This is just for the drop

151off process >> for the rest of this year. >> Yes. Everybody clear on that? >> I will say I share this at agenda review. I think this is great and I'm going to absolutely support it. I do think that since we're compensating folks for this, one of the things that I've heard a lot of from our families that would help them is if we open the building earlier. And the reason we don't open the building earlier is because we don't have folks on duty um outside of breakfast to monitor the students. So, while I think this is great, I'm actually going to support it because it's important. I think we could have gone an additional step and um compensated a few folks to also monitor inside the building because I think that would also further

152alleviate the issue as well. So I just want to mention that >> please call the role. >> Mrs. Zimmerman >> I. >> Mr. Gomez >> I. >> Mr. Harris >> I. >> Mrs. Schaefer I >> thank you. >> Number three is resolution sales property. So recommend the board of education approves the resolution authorizing the Ka Falls City School District to enter a purchase agreement of real estate to the city of Ka Falls. >> So moved. >> Second. Uh do you want to give the most recent update and then I'll give my opinion that we should still do this? >> Okay. So, this is uh if you recall, the board uh made contingent upon the sale of that Thomas Court uh parcel that it would be contingent upon the the tennis courts and us um handing

153that over. And then there's been some developments that it's probably it was considering maybe more in our best interest to keep the tennis courts because we have a potential uh buyer for our cell tower and things are just really imshed and so we're trying to tease that out. But so this is a resolution saying that this would um approve the sale of a property and it supersedes the action that you took before. And just to add one other piece that you'll see in here, um we also have already u done our due diligence. We had to actually I did not know this and think about it because it's a parcel. Um we had to go to Chenet and say, "Are you interested in this because they're a community school and I said you can build

154a one room schoolhouse on that lot of land should you desire." And he just said, "Give me that thing." And he signed it. Um, so that was we had to do that extra step. So I just wanted to mention that. But essentially that's what this is. And then the next the idea is the next board meeting you would actually have that purchase agreement. >> I think knowing there's some movement on the city's side for or against us, I think it still authorizes the property to be sold. It approves that community school provision. It puts us in a good position and it also shows we're trying to do our end of the deal regardless of what the city's trying to do. This has been a two-year fiasco with a lot of broken promises from the city

155of doing what is right for our students. The city has always maintained those tennis courts. They've always maintained playgrounds on >> the elementary schools within Kyhoga Falls. Um the fact that seems to be a desire on their end to change that without telling us that they want to change that is very disappointing. But um I think we should continue forward in good faith on our end and doing everything we can to work with them and so that if we can get them to do what they have promised for two years to do, we are set on our end for that to happen. >> So that's how I feel. the nicest way to say it. >> What's the What was the original timeline for the tennis courts? >> Which part >> to fix them? Yes, they

156were supposed to start in May. >> Do you think that that >> they are supposed They were supposed to vote on that um next week, but it's in their budget, so they had to budget for it. >> That's been postponed. >> Well, the original timeline was that they should have already done it. If you want to talk about the original timeline that they promised that, >> right? >> But where we're at right now, >> it's proposed in their budget to be voted on or to be >> it's currently >> they they would have to vote on that appropriation of the 225,000. >> So it's not currently in their budget. >> It is in the budget. >> They anything. So the city the parks and recck board approves a budget because they're a separate entity under

157their highrise code. And then they send their budget to city council. City council approves the budget and then anything that they budget for then still has to come to council for approval. Most of what city council does all year is approve things they already approved in the budget. >> So the director of Parker Rex reports to city council for the mayor. >> Ask the mayor. >> All right. Okay. >> I was just so if there was a concern then who would be the person that we would >> what's the concern about just getting done >> because we have kids that are you know students that have been waiting for these tennis court >> I have shared my opinion >> because they're contacting us. >> I have shared my opinion and concern with the mayor. >>

158Okay. So he's aware. >> So he's aware. >> Okay. I'm setting up a meeting with the president of city council as well. >> Okay, that's fair. That's fair. Okay. >> Anything further? >> Please call the role. >> Mr. Gomez, >> I. >> Mr. Harris, >> hi. >> Mrs. Schaefer. >> Hi. >> Miss White. >> Hi. >> Mrs. Zimmerman. >> I. >> Thank you. Number four is future agenda items. Any additional future agenda items to come before the board? Would you like me to share with you? I was just looking that up right now. What we have on the agenda th this far? >> Sure. >> So, February 25th, we have the teameing models presentation. Um, >> I think we already did that. >> Uh, this Do you feel that's sufficient what we heard from tonight?

159That was it was on there, but we certainly can. Okay. All right. >> Is there more? Oh, you know it wasn't the teaming models. It was the >> Do you want to know about the student? >> It was the plan. It's the implementation plan. >> Yeah. >> The threeear implementation plan. >> Yes. Chris had it in the implementation. >> Chris noted his teaming model. So, okay. >> All right. So, that's February 25th. March 4th was teacher clarity is what I'm just reading what Chris has in here so far. >> So, that was March 4th and then nothing on March because it's the top tigers the second meeting. Um for the second meeting in March, can we talk about >> um in Friday notes there's information about the plan for students that are being relocated to

160visit their buildings? What can we have discussion about that? Because we said we visit at a board meeting. >> Okay, got it. >> And when do we need to revisit open enrollment? >> I think we said we were going to talk about it at the next meeting. >> Okay. Okay. Thank you. Number five, committee reports. Miss White, I said we were last month I said I'm just going to go member by member this year. We're going to try this out and then you'll just report on whatever. >> Okay, I can do that. >> Okay, so I'll call on you first. >> All righty. Well, the core team Yeah, the core team met >> on um the third and um they're just going through punch lists basically. I'm not going to read all of it. Um,

161but there are some things that we're still looking at such as a podium is missing in the middle school um room and lockers in the middle school have a little gap at the top which we can probably put some um molding or something like that on it. Um so um things like that that are just change orders for spring or summer for the additional lockers. Um the bookshelves for the the media center are still there's still something going on there. They've been submitted and you they'll be released and and an estimated ship time of 3:27. So, but um a lot of good things are going to um like the fire and US signage that's submitted in Oaks. Um the projector location, we're moving it from one side of the room to the other because the

162desks are facing that side. So, there's a few little things, but mostly it's it's just really um kind of going through everything and the punch lists and so on. The gas the abatement for Bolic will start in on um 312. The gas shut off, electric shut off will be the 13th and we don't know about the water yet. And then there's a little thing with the fiber line there that can um be cut back to the street. So, that's per our district. And then, um, we're going to try to get that class rock that's at the old high school to the new one. So, we'll see how that goes. Hopefully. Um, and I think, yeah, the press box going Oh, the pole outside the press box. We're going to lower it. So, >> Tiger Lane.

163>> Oh my gosh, Mr. Sha, you're always pushing it. I was so happy to tell you that we got the rock move. Hammond is actually I asked Hammond and I just said, "Hey, crazy question, but can you move the rock?" And they're so kind enough to >> Yes, they did say they would move it. >> Thank you so much. I've actually had many people ask me about that rock, too. >> They are going to move it. So, that's going to happen. >> Thank you so much. You're welcome. >> Good thing. >> Um so, I think um that's about all. We'll do the closeout process in Oaks um when the parking lot is finally done. And that was pretty much um it's just basically wrapping up a lot of odds and ends and things, you know,

164that came up in the punch list that weren't quite right. Um the DT did not meet but the um student um learning committee met um for the um strategic plan and basically we talked about the tier we went over tier levels tier one two three um the academics um and we looked at kind of student engagement um and what we need to think of or or kind of do with that and we came up with some ideas like math clubs there's one at I think was it Richardson Yeah. And expanding Lincoln, I'm sorry. And then math clubs that could expand to like the other elementary buildings. Um student choice and depth instead of breath. Breath was mentioned. Um so we just are kind of getting started on that. Um and um Miss Houseman explained how,

165you know, we're looking at the foundation, the core skills, and then how do we get the kids engaged? We also talked a little bit about teacher clarity as well and then how do we use data which what what do we focus on and the key data points to focus on. So that was that committee. We will have a gifted committee on Tuesday and then Thursday morning the DT team will um be meeting. >> Thank you. >> Do you want me to do other just committee reports right now? >> Okay. Miss Zimmerman. >> Sure. So, I haven't done finance financial advisory yet, but it's coming. I did go to the foundation and alumni association last night, my first committee meeting. It was they were very nice. Um, interesting. I'm learning a lot. I'm not an alumni

166from here, but this is the group where you are going to get all the the info, the inside info. So, let's see. They were talking about they had a lot of business. They um are making a video tour of the old high school. Um so they had the filmmaker come and give show like a draft of it. Um so and it's really nice that we have that now >> um considering the current situation. But it looks very nice and he had a drone flying all through it and they had some suggestions. So that's cool. >> It's gonna um be on YouTube and on their website. they had uh like 69 scholarship applications. Um and so they talked about that a little. Um they said that the the quality of the essays have are maybe not

167as good as they have been. So um one thing I you know we talked about a little is whether we could have like an essay writing workshop or a resume workshop for students. I don't know if that would be, you know, who would go if they would even go to it or um how that would happen, but um be something we could consider offering or somehow um >> I think they start working on those resumes in like middle school. >> Maybe they already do that. I don't know. But >> we used to I don't know that we do. >> I think with AI >> they're just feeding things into AI and getting like a really generic, not personal right >> essay and and that doesn't really grab >> grab anyone. So anyway, um >> I

168think that those are they're going to redo their website. So pretty much the highlights. >> That's all. >> Thank you, Mr. Harris. >> Yeah, I have a few. I was unable to make it to the last couple business alliance council meetings, so I will let M Schaffer take that. But uh as it relates to legislative uh updates. House is back. Um, a lot of hearings testimony going on. Senate Bill 19, that's to uh requires districts and schools to develop a uh mathematics improvement monitoring plan. House Bill 189, which would create a behavioral threat management operational process for public and charter public schools. Um, they're also hearing testimony on House Bill 413, which would create the Ohio Local Government Expenditure Database requiring political subdivisions, uh, and retirement systems to participate in the database. Um, House Bill

169113 to modify the law regarding annexation, residential community reinvestment, property tax exemptions, and then that blue ribbon committee um, as well that I mentioned in the past. uh couple that have been reintroduc uh that have been introduced. Um and uh Dr. S, I think he just sent something out on House Bill which would uh allow the Department of Education to withhold state funding from districts uh who are a part of the voucher lawsuit that doesn't really impact us. Um House Bill 523 uh that would uh make uh paying uh student teachers optional. Then House Bill 661 would ban Ohio High School athletic association policy um that allows middle and high school students to earn money from uh you know a business that uses their name uh their image and their likeness. So, um, and then

170a couple things I'm I'm monitoring. Senate Bill 156, which is that success sequence, uh, would require schools to teach, uh, students, uh, to graduate high school, to get a job, to get married in that order before having a baby. And then Senate Bill, Senate Bill 19, academic intervention, uh, would allow uh, students uh, who scored below proficient on the state assessment test in math or English to receive academic intervention at no cost for that. And then I also have a note here Roar is going to be coming out soon. >> It's out. >> Okay. Um I looked over that. Miss Stoyco, if you the folks out there, check out Miss Stocoy section. Read it all. >> I have it. >> I do. I was going to bring that up too. >> Um, you know, really

171does a good job at explaining why we're in the situation we're in. >> Um, and uh why we're kind of being backed into the corner, you know, by the state legisle. So, please check that out. Yes, >> she does a really really good job explaining why we're having to make some decisions we're having to make up here. >> I'll go next. Um policy committee is meeting next Wednesday. Mr. Schaefer. >> Okay. Um and then district wellness committee will be meeting then the following week. Um and I just wanted to mention a couple more things about the portrait of a graduate portrait of a tiger. I worked in a group. So I've worked at three different groups each each time. So I got to work with >> different different people each time. Um this last one

172we were working on the image and what we wanted to do for the image and that got to be kind of a little bit creative and um I worked with some very poetic people. So they said educate you know we have like the river going through and then you know silver lake. So it's like water and there's like the parks and and everything in our area. So they said education is like water river is like a journey and so is education. It's transformative and dynamic flexible um the rocks um one of the competencies in the rocks I mean everything can change these were their suggestions the compet competencies be in the rocks and they'll be like the bedrocks of education um One group even had the rocks to be like tiger paws, >> which was

173I thought was kind of cool. Uh we talked about it was neat too to have everyone in the group because you you think about this is what I'd like to have the imagery I'd like to see, but then like Miss Stewart brought up like, hey, think about like how that's going to look in print and you know how it's look on the website, how it's going to look when it's really tiny on your phone, how it's, you know, >> and things that I might not have thought about when we're designing it. Um and and how it's going to replace the shield which is tiny also but we want to improve on that so like things to think about. Um we had a great big we had a great mix of community business uh business educators

174administrators parents and students and everyone was excited involved and they everyone wanted their voice heard. Everyone was talking and everyone was offering input which I thought was really neat. Um, we talked about the local landmarks and the richness of the local parks and then also using black and gold in the design and some people were like, well, don't use too much black and gold because we have those parks and the river, you know, maybe it should be blue and it should be green. So, there was like so many suggestions and good luck artists. >> Here's what we like. >> Good luck. But it was I had a good time. It was it was >> it was neat to hear all the opinions and and there was a lot of different opinions >> and no one

175got mad. >> No one talked down to anyone. Everyone listened to the opinions and offered input. It was it was a great experience. I enjoyed it. So, >> this is number six comments. You're up first, Mrs. Schaefer. >> Um I don't have any additional comments. >> Okay. Mrs. White. >> Yes. I have a couple of things. I wanted to congratulate our finance um our treasurer and department for a wonderful audit. Um again, nothing there. It was clean and so thank you very much for that hard work. And I also like Mr. Harris, I pulled that because I'm not very good at math or finances as everybody knows. But this article was so well done. Um especially the part the numbers don't lie. Ohio has shifted the burden to you taxpayers. Over the past 20 years,

176Ohio's share of K12 education funding has dropped dramatically, falling from nearly 45% to 33 and a half%, placing Ohio among the lowest states in the nation. While Ohio ranks around 20th nationally in pure in per pupil spending, a growing portion of that funding now comes from local property taxes rather than state support. This trend is especially evident locally. In 2002, state funding accounted for just over 40% of the district's operating revenue. by 2728 the state's contribution is projected to fall to 10%. And so on. So yes, I I read this and it was very clear um in in wonderful understandable language for everybody and I would highly recommend everybody pay attention to that. It really explains how the state has let us down time and time again after the do Roth decision that said they

177could not rely on local or property taxes and I can't even remember when that was passed 1999 or something and we they still have not not done that. Oh well. Um, I do have an article today that I'd like to read, some of it, not all of it, but it is called supercharge intervention and motivate struggling learners, but I think it also applies to all learners. Um, there are five best practices to energize students and help them catch up, but I think again it goes to all students. Number one is direct instruction that offers multiple explanations. Effective intervention requires direct instruction by a teacher who presents the material or skill not yet mastered in different ways. Students might need the same concept explained two or even three different ways before it makes sense to them.

178Presenting material in multiple ways pertains not only to mastery but also to engagement. A student who finally encounters an explanation that does make sense lights up. Number two, instruction that ts targets specific skill and knowledge gaps. Um, again, targeted instruction that zeros in on the most important skills and concepts, the power standards that each struggling learner has yet to master. Um, the third one, focused instruction that goes deep, not wide. Um, again, that is the depth, not breadth. Um, it's about engagement and when intervention goes deep, students get to experience success in one domain. Depth leads to mastery and keeps students invested. Number four, visible progress monitoring by skill. Um, I I don't really have anything there because you obviously you just monitor monitor monitor them by where they're um what the data shows and

179what skills they're meeting and what they're not. Um, number five, a plan for student engagement. Make the content relevant. And again, this is why we talk about student choice. Um, if they can choose topics to do projects or to write about, it makes a lot of difference. Celebrate success. We don't often do that enough. I know as a teacher, I didn't always call parents or talk to them and say, "Yay, your kid's such a good student." um you know I didn't do that enough and we need to start doing that more and the one thing that I learned um very much was know kids as people not just as students and then make intervention an actual course which we kind of do but you know you can't do everything um you know and some there

180are some softwares that can support this I wanted to read those things because I believe that we are moving in the right direction academically and of Of course, as a former teacher, um to me, it's very important that we get our kids up and even beyond proficient. I want to see this school become the best. And I think with the new building and the way that we set up the teaming that we talked about at our meeting the other day is just amazing how teachers have more time, they can collaborate and they can in integrate the learning. Um I think we'll get there with the depth. I know I always like to do it now. I want everything done now, but I know it takes time. But I think the teachers are really investing in

181the clarity move and and and to build the curriculum um so that we can get our students up to be the best again in this area and I'm not going to be here much longer about a year or so. Um, but I want the teachers to know and the administrators that are working how proud and wonderful I think they are for doing this job. It's a hard job and it makes a lot of difference when they can collaborate with each other and I think they're on the right track. I hope that that a few years from now they come back and tell this old lady we're there. That's what I want to see. So anyway, thank you. >> Thank you, Miss White. Mrs. Zimmerman. >> Sorry. >> No, that was good. Um, so first of

182all, Mr. Gomez, I was calling you by your first name, which is not what we're supposed to do. So I will try to remember. Mr. Gomez, Mr. Harris. >> I did, too. Um, so I made a rookie mistake and I would wanted to go to the one act plays and didn't buy my tickets in advance and it was sold out, which I'm glad that it was very successful and they sold their tickets and I will buy my tickets in advance next time. Um, I'm going to volunteer at the book fair uh Friday. I love book fairs and um, so I'm excited about that. and I'm gonna be at the unified basketball game here at the high school. That >> Friday, >> that's Friday. Yep. So, we're all invited. It's in the morning. >> Um and

183then I also observed drop off on Thursday morning and they were done at 7:56. So, I mean, I was going to observe, you know, >> something expecting, you know, chaos, but it went really well. So, um Yeah, that was that's my update. >> Thank you. I'm up next. Um I was able to go to the one act place. I was only able to stay for the first two, but they were very good and they made very good use of this space. I sat up in the balcony. Um I also went to Lincoln Bingo night last Friday, which was a lot of fun. They had great turnout and they do their book fair um starting that night as well, so families can go with their kiddos. Um, and I don't know if anyone saw this, but

184the governor um released a map about um career technical education and the percentage of students in every district that are enrolled in career technical education. He's really honing in specifically on Northeast Ohio, saying that he does not believe there are enough opportunities for career technical education in Northeast Ohio. The map shows that as well, which I if they want to push funding into Northeast Ohio for that, I would very much encourage. But I think it also, if you look at the six districts on that map, um, all of them are very low in enrollment. And I think that also reflects one of my complaints about being a compact is that it's the only version of CTE education that the board gets no say in the administration of CTE and unfortunately I think we have very

185poor leadership in the sixth district compact and it's shown recently in our issue with our auto tech students. Dr. Celico called Mary Jane Stan Kina and she was absolutely no help. She is the leader of the six district compact. It is her job to get those students where they need to be. She should have been leading those conversations. It's extremely disappointing to me as the president of a board in one of those six districts that she did not do her job. That is her job. It should not have fallen on our superintendent and the superintendent of Hudson to do the leader of the six district compact's job. and it's not acceptable to me and it shouldn't be acceptable to our superintendent and the extremely low enrollment that we have. When she was here and gave

186us a presentation, she just shrugged it off. She should be working every day to make sure we are opening up more opportunities for her students. That is her job and I'm very disappointed in her leadership and our recent experience because she should not be pushing her work onto our superintendent. She gets paid very well to do that job. So, I just want to say that I want to thank our superintendent for doing work that is not her work, but it's very disappointing and that map is very disappointing and there should be more opportunities for our students, but it's not our job. So, I just had to say that, Mr. Harris. >> Thank you, Mr. Um, yeah, I'm just going to highlight and thank you, Dr. Celico, everyone who shared the uh what's happening around the

187district as it relates to Black History Month. I jotted down a couple things, so I'm just going to go through that list. The preschool art project. Preschool's doing an art project based on the story of Alma Thomas. The wit fourth graders are learning about black mathematicians that will be posted in the hall. Preston's creating a black history month biography wall. Price PE and athletics are doing black athlete of the week spotlights and themed fitness activities. uh Lincoln's daily Black History Month. They're doing uh daily Black History Month announcements and fun facts shared across the school every morning. Richardson's fifth grade uh science uh classes are learning about African-American astronauts and scientists. Uh Silver Lakes kindergarten are completing the book, What is a Hero? and learning about and and are learning and writing about black heroes

188and then having a discussion uh about those uh uh characteristics of those heroes and how line up their own characteristics. Uh and then at Kaga Falls Middle School seventh graders are researching and preparing presentations on lesserk known black Americans. Uh and then Kaga Falls High School, which is cool seeing this chemistry 2 students will be listening to a podcast with Dr. Lindsay McMillan Brown, who I went to school with. Uh, and when I saw that, I was like, "Oh my god." She was my friend in college, so I'm going have to reach out to her. Um, but she's an African-American research scientist and engineer at NASA in Cleveland. So, wow. >> Just a lot of amazing things happening around the district as it relates to Black History Month. So, I'm just celebrating that black. >>

189Maybe you could get her to zoom into the class. >> Maybe. I I >> I'm sure Mrs. Hman could reach out to that teacher if you could make a connection. That's awesome, Mr. Harris. >> That just goes to show that black history is all around us. >> Absolutely. >> Brings us to item J, executive session. Pursuant to Ohio Vice Code section 121.22G1, is hereby moved that the board adjourn to executive session to confer consider the employment and compensation of a public employee or official. >> I'll second. >> Please call the role. >> Mr. Harris. Did you say? Oh, I didn't. Sorry. Mrs. Schaefer. >> Hi, >> Miss White. >> Hi, >> Mrs. Zimmerman. >> Hi, >> Mr. Gomez. >> I We're in executive session at 8:07 p.m. There'll be no action after.